Mountain School of Ukrainian Carpaty 2021-05-09T20:39:00+00:00 Galyna Bilavych Open Journal Systems <p style="margin: 0cm; margin-bottom: .0001pt; text-align: justify;">The journal highlights the methodological, theoretical and practical principles of pedagogical science development, current problems of schools education, including mountain regions of Ukraine and abroad. This scientific specialized edition of pedagogical sciences is intended for researchers, teachers, doctoral students, graduate students, academic staff, the parent community, and all those interested in the current status of pedagogical education development.</p> <p><strong>ISSN 1994-4845 </strong>(Print)&nbsp;&nbsp;&nbsp;<strong>E-ISSN 2415-7147</strong>&nbsp;(Online)</p> THE LEARNING OUTCOME IN THEORY AND PRACTICE OF TEACHING THE UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES 2021-03-04T16:23:49+00:00 Iryna Humeniuk <p>The article examines the theoretical and practical aspects of learning outcomes formulation taking into account the global educational tendencies. The aim of the article is formation of theoretical understanding of the end result of studying the «Ukrainian Language for Professional Purposes» course at pedagogical institutions of higher education. For achievement of the goal, a set of smaller tasks have been outlined: determination of the functional load of preliminary formulation of learning outcomes; clarification of indicators of skillfully formulated learning results; comparative analysis of programmatic results of studying the «Ukrainian Language for Professional Purposes» discipline in educational programmes of selected<br>institutions of higher education and assessment of their conformity to the aims of the educational programme of the course.<br>A set of methods has been used in the research process: theoretical – the method of reflexive and comparative analysis (to clarify the essence of the concept «learning outcomes»); the methods of visualisation and generalisation (to determine the indicators of clearly formulated learning results and to construct matrices); the methods of mathematical and statistical processing (to form the understanding of the potential of the «Ukrainian Language for Professional Purposes» course, which has been shown in the programmatic outcomes of learning).<br>On the basis of structural differences between the educational aims and learning results, the necessity of clear formulation of the latter has been emphasized and their functional load has been determined. The indicators of clearly formulated learning outcomes have been defined: student orientation; conformity with the aims of the educational programme; concentration on products of learning; clearness of formulation; quantitative conformity with the content and resources of the discipline; realism; suitability for measurement and assessment. <br>Quantitative and qualitative analyses of programmatic outcomes of learning in educational programmes of selected pedagogical institutions of higher education have been performed. As a result, certain inaccuracies in their formation and necessity of specification of the evaluated learning outcomes at the level of each discipline have been detected.&nbsp;</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2021 EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL TEACHERS 2021-03-19T13:29:29+00:00 Tetiana Kotyk <p>The reorientation of the modern Ukrainian school from knowledge to competence is aimed at forming in<br>students’ life experience, necessary knowledge, skills and values important for successful implementation in a rapidly changing society. The concept of the New Ukrainian School proclaims personality-oriented learning, which is focused not on the usual acquisition of knowledge, but on the formation of the child's personality, his character, and attitude to the world.<br>The purpose of modernizing the education system is to transfer the vector of knowledge from the external world of the child, created by nature and man, to master the processes of interaction with this world, understanding the meanings of their own activities. Therefore, the scientific substantiation of the process of preparing teachers for the implementation of the tasks of intelligence, becomes especially relevant. The article reveals the essence of emotional intelligence as a psychological and pedagogical phenomenon, the requirements for emotional intelligence of primary school teachers and the peculiarities of its development in modern teachers. Different definitions of the concept of "emotional intelligence" are highlighted and its<br>essence and structure are generalized in accordance with the professional activity of a primary school teacher, the emotional components of professional competencies of a primary school teacher are determined. The results of the analysis of the professional standard "Primary school teacher of general secondary education" and the Standard educational program for professional development of teachers in self-education of teachers for the development of emotional intelligence of teachers are presented. It was concluded that the obligatory work function of a teacher is the need to self-assess and identify the<br>strengths and weaknesses of their own pedagogical activities, including its emotional component.<br>the New Ukrainian School, in particular in the aspect of the development of such a personal quality of students as emotional intelligence, becomes especially relevant. The article reveals the essence of emotional intelligence as a psychological and pedagogical phenomenon, the requirements for emotional intelligence of primary school teachers and the peculiarities of its development in modern teachers. Different definitions of the concept of "emotional intelligence" are highlighted and its essence and structure are generalized in accordance with the professional activity of a primary school teacher, the emotional components of professional competencies of a primary school teacher are determined. The results of the analysis of the<br>professional standard "Primary school teacher of general secondary education" and the Standard educational program for professional development of teachers in self-education of teachers for the development of emotional intelligence of teachers are presented. It was concluded that the obligatory work function of a teacher is the need to self-assess and identify the strengths and weaknesses of their own pedagogical activities, including its emotional component.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 PEDAGOGICAL ASPECTS OF FORMATION OF VALUABLE ATTITUDE TO HEALTH 2021-03-04T16:32:39+00:00 Mariana Marusynets Tetiana Palko <p>The article gives a reflective and analytical analysis of preschool education institutions` activities under social changes considering a number of aspects connected with management process development and effectiveness. The research emphasizes the fact that the strategic goal of the education system is qualitative changes brought about by social and informational demands that require an introduction of the competency-based approach to the management process both at the level of authorities and practitioners. Such changes encourage a head teacher in personal goal setting, creativity and critical thinking, self-organization and self-improvement in staff and institution management.<br>The paper defines the difficulties arising from differences between the latest management models and stereotypes that have developed over the decades and are a tradition. According to the traditional approach, the main goal of education is the formation of a harmoniously developed, community-minded personality characterized by spiritual wealth, moral purity and physical perfectness. The competency-based approach involves reorientation to the creation of conditions to meet citizens, society and the labor market`s needs for quality education in order to update the education structure and content and to form a continuing education or lifelong learning system.<br>We conducted a pilot study aimed at the quality assessment of educational institutions` activities according to the following criteria: sanitary and hygienic conditions; life protection; strategic planning of a preschool education institution`s activities; preschool teachers` professional growth and professional development; assistance provided to a preschool teaching staff by a head teacher and a counselor; methodological work, etc.<br>We claim addressing the following issues to require continuous monitoring by preschool institution authorities: facilities available in an institution and the strategic planning of its activities (since not always collegial decisions are made together with a preschool teaching staff); opportunities for preschool teachers` professional growth and continuing professional development, their scheduled and unscheduled qualification; providing assistance to them by a head teacher and a counselor.<br>The paper concludes that the preschool institution authorities` managerial activity relying on the competency-based approach requires the following: the creation of conditions for preschool teachers` continuous professional competence development, taking into account their personal needs, state requirements and societal demands; creation of a favorable psychological climate, an atmosphere of creative cooperation among a preschool teaching staff; discussions with educators on the need to develop and implement a quality management system at an institution starting from identifying components (requirements) according to which a continuous process of educational quality improvement will take place.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 QUALITY ASSURANCE SYSTEM OF THE UNIVERSITY EDUCATION IN AUSTRIA 2021-03-04T16:33:20+00:00 Nataliya Mukan Oksana Shyika Julia Shyika <p>The article deals with the analysis of specificity of modern quality assurance system of the university education in Austria based on the historical and pedagogical research. According to the aim and objectives of the research, the authors used theoretical and applied research methods (descriptive, statistical, comparative, analytical, generalisation, interpretation, logical, structural, systemic methods, induction, deduction; interviews, polls, questioning). In the article, the methodology of the analysis of education quality assurance in Austrian universities has been presented. The authors highlight theoretical and methodological fundamentals of the process of quality assurance of the university education in the country under research. The authors analyse quality assurance of the university education in Austria according to the structural and functional model. This model comprises conceptual (concepts that underlie the quality assurance of university education), goal setting (goals and plan for their implementation), instrumental (mechanisms: professional, educational and cultural standards, system of conferring of educational qualification levels and scientific degrees; quality management; accreditation, assessment, ISO standards, overall quality management) and assessing components. It has been found out that the system of quality assurance of university education in Austria is being implemented in three stages: programming (analysis of the current situation, adopting of fundamental standards, clear definition of quality, its purpose, activity directions, choice of tools), implementation (choice of mechanisms, standards, ways of quality assurance, quality management; ISO standards, overall quality management, spheres of implementation (R&amp;D, academic process, internal services, professional development of employees), evaluation (programs, evaluation techniques, indicators of success; types of evaluation (indirect, traditional, non-traditional, content-oriented, organizational and structural). The authors present the classification and characteristics of university education quality research resources in Austria. They characterise the contemporary tendencies of the development of the system of university education quality assurance as well as analyse and compare European and Austrian qualification standards. The authors present conclusions and substantiate the necessity for further studies.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 INTERACTIVE METHODS OF TEACHING ENGLISH IN A SUMMER CAMP 2021-03-14T00:22:45+00:00 Svitlana Shevchenko <p>The article deals with the problem of interactive methods introduction in the process of teaching English in summer camps with the programs of realization the tasks of recreation, recovery and learning English. The author gives an outline of the main tasks and types of interactive activities which are popular in a summer camp to reinforce autonomy and motivation of children. All the examples given in the article were introduced in the summer camp “Forest song”, Yakymivka district Zaporizhzhia region by the members of international organization AISEC. Brainstorming technique, pair work, role play, quests, mingle tasks, project work, outdoor games are the most popular interactive tasks and activities in a summer camp. Interactive tasks and activities are considered as effective methods to improve the quality of foreign language teaching and learning. Besides, the role of the interactive methods of teaching is stressed as to their positive effect not only at language competence but some personal characteristics and interrelations within a group of children as well. Interactive methods enable not to forget that every learner is unique and brings to the process of education his/her personal opinion, point of view and attitude. Interactive classes have atmosphere of educational interaction between a learner and an educator that, in its turn; effects positively at the quality of learning English language. Interactive methods of teaching English in a summer camp with foreign volunteers, capable to remove communication barriers, help to overcome psychological discomfort, raise self-assessment, improve memory and creative way of thinking, develop respect for the representatives of different cultures, tolerance, and ethical behavior.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF SOCIALIZATION OF SCHOOLCHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THEORY AND PRACTISE OF GENERAL SECONDARY SCHOOL OF THE USA (LATE ХХ – EARLY ХХІ СEN.) 2021-03-04T16:34:23+00:00 Larysa Kozibroda <p>The article is devoted to the investigation of psychological and pedagogical aspects of socialization of students with special educational needs in the theory and practice of school education in the United States (late XX – early XXI century). Ukraine’s involvement into the world experience of socialization of children with mental and physical disabilities raises the issue of studying the best foreign experience in this field, given the relatively short history of inclusive education in our country, the complexity of socialization of this category of children and the importance of social inclusion and full inclusion. participation of all citizens in the life of the community and society. The article characterizes the features of the American experience of socialization of children with special educational needs in the context of inclusive education, namely: maximum involvement in all activities; planning socialization tasks and ways to achieve them in an individual program; use of team approach; compliance of the content and methods of socialization with the socio-cultural environment. because the United States is considered a country with many years of positive experience in the context of socialization of students with special educational needs. The main<br>stages of development of inclusive education such as desegregation, expanding access to education, mainstreaming, integration and inclusion are analysed. Particular attention is paid to highlighting the most important factors of success of students with special educational needs in general secondary education, namely: the physical aspect – the placement of children with mental and physical disabilities in the same class with children with normative development; social – building and establishing positive, friendly relations with other students and teachers; educational – taking into account in the learning process the needs, interests, capabilities of students, defined by the individual curriculum, which contains clearly defined learning goals of the child, its content,<br>recommendations for adaptation and modification of educational material. Because the USA is a country with many years of positive experience in the context of socializing students with special educational needs, borrowing the experience of this country will avoid possible mistakes, save resources, and enrich the emerging native model of inclusion.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 PUBLIC AND EDUCATIONAL ACTIVITY OF UKRAINIAN WRITERS IN VOLYN (20-30S OF THE XX CENTURY) 2021-03-04T16:34:53+00:00 Hryhorii Pustovit <p>The article is devoted to the coverage of public and educational activities of Ukrainian writers in Volyn during the interwar period of the twentieth century. The literary process of the region, which was represented by such writers and publicists as O. Havryliuk, A. Zhyvotko, M. Levytskyi, O. Karpinskyi, O. Liatorynska, O. Stanchuk, H. Orlivna, K. Polishchuk, O. Levchanivska, A. Nyvynskyi, V. Ostrovskyi, P. Pevnyi, A. Richynskyi, I. Matviiuk, V. Myzynets, I. Stepaniuk, V. Kytaievskyi,<br>M. Kalynchuk, H. Zhezhko, M. Cherkavskyi, I. Vlasovskyi, U. Samchuk and others, is characterized. The creative heritage and educational activities of individual writers who were teachers are analyzed. Their contribution to the promotion of Ukrainian culture, distribution of Ukrainian books, development of native language education and schooling is shown. <br>It is concluded that the merit of Prosvita's activity in Volyn was the creation of Ukrainian-language secondary schools - Lutsk and Rivne Ukrainian private gymnasiums. Prosvita centers constantly took care of them: teachers-writers worked in these institutions; members of the society arranged special collections of monetary donations for the development of schools; Prosvita allocated part of the budget for their development, provided libraries with Ukrainian books, magazines, etc. <br>Ukrainian writers and publicists (I. Vlasovskyi, A. Zhyvotko, M. Kalynchuk, O. Karpinskyi, O. Levchanivska, A. Nyvynskyi, V. Ostrovskyi, P. Pevnyi, A. Richynskyi, S. Semeniuk, etc.) patronized the national upbringing of children and youth by the means of native language. Through their efforts, separate departments for young readers were created in almost all libraries, including works by T. Shevchenko, Lesya Ukrainka, I. Franko, M. Gogol, P. Chaichenko, Marko Vovchok, P. Kulish, classics of foreign children's literature. “Traveling libraries” were arranged to popularize Ukrainian books and reading in general. These libraries, having from 10 to 50-60 books, traveled across the region and were addressed to the peasantry.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 HUMAN NATURE AND SOCIAL LIFE 2021-03-04T16:35:26+00:00 Pavel Skzydlewski <p>The tradition connected with the culture of the west shows the important problem of the determination of politics and social life as such by the nature of man and by the principles that result from man’s nature. For this reason, we should conclude that the vision of man is the basic foundation for the formation of the order that exists in social life. The vision of man is also the criterion for the evaluation of social order and social life, which occurs within the framework of<br>social order. A proper and integral reading of man’s nature is necessary for politics as such and for the formation of social order. As Aristotle indicated, this order not only must affirm the circles of man’s that are natural to man (the family, small community, and state), natural human inclinations, but must also affirm certain ways of referring to man that coincide with various forms of friendship. The process in the middle ages whereby human nature was more deeply understood because it was understood in terms of the person had the result that society faced the necessity of the organization of life such that the human person not only could perfect himself but could also achieve the ultimate end proper to him, which is life in union with the Absolute.<br>The crisis in knowledge, because of nominalism and other factors, not only contributes to the rise of reductionistic visions of man, but also causes politics to find its model and purpose not in man’s nature, but in ideas. It then becomes an instrument of ideology, and social life as such is subjected to reform leading toward the achievement of a utopia. In this article, the author indicates the practical dimension of philosophical realism as a means to overcome the process of<br>ideological transformation and utopian transformation of social life, and as a means to organize social life according to the measure of human nature and its destiny.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 EDUCATION IN THE CHILDREN’S AND YOUNG PEOPLE’S HEALTH SAVING: EUROPEAN RETROSPECTIV, BECOMING IN THE POLAND LANDS 2021-03-04T16:30:33+00:00 Larysa Slyvka <p>The article presents domestic researchers, who researched the retrospective of formation of pedagogical<br>models of health saving of growing personality : V. Bobrycka, Y. Boychuk, E. Bulych, I. Muravov, O. Vashchenko, S. Verhratski,<br>P. Zabludovski, I. Dacenko, P. Djurynski, T. Yermakova, V. Yefimova, N. Mogaricheva, L. Jovnirenko, S, Kyrylenko, V. Kuksa,<br>L. Sushchenko, S. Fil, O. Hudoliy, G. Malka, L. Sheremet and polish researchers L. Vynnychuk, B. Galonzka, M. Demel, T.<br>Drabchyk, P. Mazur, E. Pyasecki and others. Summarizing the content of the intelligence of the mentioned authors showed<br>that the most studied in the context of the topic of the article is the «ancient» period of human civilization and the Renaissance.<br>The article describes Jan Amos Komensky’s didactic aspects of optimization of health care of children and youth, highlights the health-oriented dimensiom of John Locke’s gentleman’s upbringing, expressed Jean-Jacques Rousseau’s health-saving pedagogical program. Claude Adrian Helvetius’ views on physical education as a means of shaping the health of a growing personality are represented. The article presents the Johann Henry Pestalozzi’s health-saving practices. The vision of the health-saving function of physical education by Johann Christoph Friedrich Guts-Muts is updated. Giovanni Bosco and Herbert Spencer’s views on physical component in health-saving activiyies announced. The article presents the humanistic concepts of education and upbringing of Ellen Carolina Sophia Kay, Wilhelm August Lai, Georg Kerschensteiner and Maria Montessori.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 THE QUESTION OF THEORY AND METHODS OF CHILDREN’S TEACHING AND EDUCATION IN SPECIALIZED BOARDING SCHOOLS OF TRANSCARPATHIA IN 20-30 YEARS OF THE XX CENTURY 2021-03-04T16:30:54+00:00 Mariia Cherepania <p>The study relevance is due to the contradictions between the society requirements to the teachers’ professional competence improvement in the boarding education system and incomplete implementation in their preparation the educational innovation and historical and pedagogical experience integration principle, as well as the necessity of institutional establishments activities regional specifics consideration and their organization and activity content insufficient retrospectives peculiarities’ study.<br>Purpose is to study on the holistic retrospective analysis basis the features of solving the theory and teaching and educating children methods in specialized boarding schools in Transcarpathia 20-30 years of the twentieth century.&nbsp;<br>The methods: search and bibliographic - in order to study archival, library catalogs, collections, descriptions and bibliographic publications; content analysis of archival sources and pedagogical periodicals’ materials to identify features of solving the education and upbringing of children’s problem in specialized boarding schools.<br>Results. The article reviews the activities of specialized boarding schools in Subcarpathian Russia in the 20-30s years of the twentieth century, during its involvement in the Czechoslovak Republic. Based on the analysis of archival sources and pedagogical periodicals it was found out that in the territory of the Transcarpathia of those years children with physical, the blind (Mukachevo), for children with mental retardation from (Velykyi Sevlyush) and a boarding school for the crippled (Mukachevo), which were part of the structure of the Mukachevo State Orphanage. It was found out that the Transcarpathians pedagogical community representatives took part in the international conferences and congresses (Bratislava, 1930, Mukachevo, 1922, Pilsen, 1925, etc.), where they made reports on the state of affairs in the Subcarpathian region. Russia, shared their experience of working with children who needed special conditions of staying, education and upbringing. The fact that Transcarpathian teachers were familiar and used in their work the European organizing the education and upbringing of children with physical and mental disabilities experience is evidenced by their numerous publications in the pedagogical magazine "Teacher" (A. Voloshin, M. Dobey, V. Dovgun, I. Zeikan, S. Kutsyn, A. Meshko, P. Svitlyk, I. Tymkanych, A. Chekan, etc.).<br>mental and intellectual development disabilities in specialized boarding schools for the deaf and dumb (Uzhgorod), for</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 LANDSCAPE OF THE CARPATHIAN LAND IN THE WORKS OF ARTISTS OF UKRAINE AND THE WORLD, ITS EDUCATIONAL AND UPBRINGING SIGNIFICANCE 2021-03-13T17:19:28+00:00 Mykhailo Hnatiuk <p>The article covers the history of landscape development – one of the most emotional genres of fine arts, which has a special impact on the human personality. The object of the artist's image is architecture and its natural surroundings on the plains, in the mountains and at sea. The practice of painting outdoors (open air) has long been a mandatory component of the training of artists-teachers. At the same time, the painting of plants (flowers, trees), clouds, huts and the landscape in general is provided by the program of fine arts of primary school.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 DEVELOPMENT OF INCLUSIVE EDUCATION IN THE CARPATHIANS 2021-03-04T16:37:05+00:00 Nataliia Matveievа <p>The article reveals the main ways of introduction and development of inclusion in Prykarpattia; features of educational inclusion on the basis of the analysis of activity of educational institutions of preschool, initial and average link are characterized; the purpose, tasks and directions of development of inclusive infrastructure of the regional center are singled out. The functional and semantic characteristics of the practical work of teachers of educational institutions on the way to creating an inclusive environment are studied, generalized and revealed; processed and analyzed statistical data on the inclusion of persons with special educational needs in mass educational institutions; identified the main gaps and omissions of this process at the present stage; further prospects for development are outlined.&nbsp;</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 INFLUENCE OF SOCIOCULTURAL ENVIRONMENT ON THE FORMATION OF EDUCATIONAL CONCEPTS OF FAMILY ETHNOPEDAGOGY 2021-03-04T16:37:36+00:00 Halyna Rusyn <p>In this study the author considers folk pedagogy as one of the main factors for creating an educational system in the modern Ukrainian school and its further development and formation of a highly educated, spiritually rich and morally stable personality brought up on national values, customs, traditions and native culture, which is the most important for youth during their ethnic identification and entry into the Ukrainian society. The author outlines that it is the family that acts as the sphere of forming ideals, world view, interests, primary value orientations and develops the child's social aspirations.<br>The task of modern education is to prepare the pedagogical culture of parents and provide them with knowledge and possession of effective means and methods of developing the child's consciousness and behavior. The very first way to regulate relationships is to establish emotional and value communication in the family. Interpersonal communication in the family helps to establish friendly, truthful and sincere relationships with children, develop and enrich family traditions and customs and raise children on positive examples of the family. At the same time the family meets the most important personal needs, the importance of which is constantly growing. Among them is the need for trustful communication, empathy and participation. That is why parents should pay more attention to their children and communicate with them more actively if it is possible.It is the increase of the pedagogical level of parents that will make it possible to turn family upbringing into a goal-controlled, successful process of development and upbringing of the child. The pedagogical culture of parents is a set of knowledge, emotional manifestations and skills of psychological and pedagogical nature, which provide the activities, education, and development of the child. Knowledge of age and individual characteristics of the child, patterns and stages of his mental and physical development, needs, interests, and values. Pedagogical culture of parents is a personal education, which is expressed in a value-oriented orientation parents for the full upbringing and development of the child, the ability to reflect, self-control, regulation of their behavior, creative mastery of psychological and pedagogical technology, knowledge, humanistic style of interaction with the child.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 SCIENTIFIC LANGUAGE CULTURE OF THE FUTURE MASTER AS A COMPONENT OF HIS PROFESSIONAL COMPETENCE 2021-03-13T17:17:41+00:00 Halyna Bilavych Borys Savchuk Vasyl Ilnytsky Nadiya Fedchyshyn <p>The article is devoted to the problem of formation of scientific language culture (ecology) of the future masters. The authors define the culture (ecology) of the Ukrainian scientific language as the perfect level of knowledge of scientific language of the future masters, in particular the norms of the Ukrainian literary language, scientific style, and its varieties.<br>The study results showed that the level of scientific language (both oral and written) of the future masters is mostly average and low. The material for the study was the scientific texts of undergraduates: master's theses, articles, scientific reports, etc. (total 210 units). We analyzed them to identify linguistic and stylistic errors. We also conducted a survey (oral and written) of the future masters, the purpose of which was to identify the state of mastery of scientific Ukrainian language. According to the respondents, usually the majority of teachers (57%) does not pay attention to the language side of scientific work. 43% of undergraduates said that their supervisors pointed out errors in the text of the work and encouraged them to edit the scientific text.<br>The article analyzes typical errors in students’ scientific texts, indicates their causes and outlines ways to eliminate them. It was found that most mistakes in master's theses and scientific articles of students occur when choosing the right terms; students often do not know how to use them properly, nor correctly translate into Ukrainian a term from Russian or English. There is a need to edit a scientific text. The large percentage of errors (94%) is due to the influence of the Russian language, which is constantly experienced by the Ukrainian scientific language.<br>We also asked undergraduates whether they had enough of the knowledge they received at the university to write a master's thesis. 76% of respondents emphasized that in the course of studying the discipline "Fundamentals of Scientific Research" teachers usually "did not pay much attention" to the linguistic and stylistic editing of a scientific text. In our opinion, it would be expedient to teach this subject to a philologist who would emphasize to students the norms of the Ukrainian scientific language. It is also worth offering undergraduates an elective course on the basics of scientific text editing. These and other measures would contribute to the formation of scientific language culture of the future masters.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 Mountain School of Ukrainian Carpaty DEVELOPMENT OF SPEECH CULTURE IN THE CONTEXT OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS 2021-03-14T00:23:37+00:00 Nataliia Blahun Kateryna Hotsuliak <p>The article is dedicated to the problem of speech culture formation of future primary school teachers as a component of the professional characterization of pedagogical skills. It substantiates the theoretical and methodological foundations of the speech culture formation of pedagogical institutions students. The main approaches to the formation of the speech culture of future teachers are defined, such as competence, subjective-activity, integrative, and cultural. It is proved that professional training of students is a holistic, systematical, and interactive process, which determines the personal growth of the future teacher, provides professional adaptation and contributes to the successful implementation of sociopedagogical activities. To determine the content of the teacher's speech culture, the educational standard was analyzed. It is the process in which the requirements for the results of studying the basic educational programs of the bachelor's degree were revealed, including general cultural and professional competencies that the graduate must obtain. It is known that students come to the university with a certain culture of speech. It can be satisfactory or lacking, rich or poor, deformed or low, and so on. The task of the teacher is to bring the student's speech to the level required by the teacher, because the teacher's speech is a means of teaching and education, it differs in its purpose, place, and role in solving pedagogical problems. It is concluded that the bachelor's speech culture is rooted in future professional activities. The analysis allowed us to conclude that the graduates' speech culture of pedagogical specialties has higher requirements. These requirements are reflected in the formation of such competencies as the ability to logically and correctly build oral and written speech, the ability to use public speaking skills, discussion and controversy, knowledge of the basics of the professional language culture. The result of training primary school teachers implies their readiness to obtain the art of speech, namely: its richness, vocal characteristics, the external manifestation of the essence of speech (facial expressions, pantomime, position, distance). The implementation of the mastery of the speech culture requires special preparation on the part of primary school teachers, the formation of their language competence, the foundations that are laid in the process of their professional training.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 FORMATION OF NATURAL SCIENTIFIC COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS: DEFINITIVE SCIENTIFIC DISCOURSE 2021-03-04T16:39:21+00:00 Lesya Vysochan <p>The article reveals the substantive and methodological features and productive experience of using educational and game technologies in the formation of natural science competence of future primary school teachers. The scientific approaches to the interpretation of game activity as a kind of pedagogical technologies are analyzed. The structure, content, methods, and other aspects of the implementation of initial game technologies developed in the psychological and pedagogical literature are revealed. It is substantiated that the use of educational and game technologies in natural science training of future primary school teachers provides for the purposeful application of a set of methods, techniques and tools for organizing the pedagogical process, focused on solving specific cognitive tasks, focused on solving specific educational and cognitive tasks. The productive practical experience of using educational and game technologies in natural science is presentedtraining of future teachers (natural quest, biodesign, etc.) and primary school students.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 ORGANIZATION OF STUDENT’S INDEPENDENT WORK OF STUDENTS IN STUDYING THE GENERAL COURSE OF PHYSICS IN PHYSICAL SPECIALTIES OF HIGHER EDUCATIONAL INSTITUTIONS 2021-04-01T12:30:15+00:00 Anna Gamarnyk Bohdan Rachiy Olga Tadeusz Mykhailo Yatsura <p>Independent work today remains the main means of obtaining deep fundamental knowledge by students and developing in them the desire to continuously acquire new knowledge, skills and abilities. The purpose of the work is to analyze the state of independent work of students in free economic education and the system of its organization and conducting during the study of the section "Optics" general physics course in physical specialties of Precarpathian National<br>University named after Vasyl Stefanyk To achieve this goal, the following research methods were used: analysis of scientific and pedagogical literature, synthesis, generalization, systematization, which made it possible to clarify the features of the process of organizing independent work of students of physical specialties.<br>Based on the theoretical analysis and the experience of the authors of the article, the organization and conduct of independent work of students in the process of studying the general course of physics in the "Optics" section, students of physical specialties concluded that: in the independent work of a student, one should understand any of his activities aimed at acquiring knowledge, skills and abilities necessary for him in his future professional activity; independent work of students is effective only if it is properly planned and organized, high-quality provision of its educational and methodological support with the widespread use of information technologies, independent work of a student will be successful only through the implementation of clear control over its implementation and its objective assessment by the teacher, the division of independent work into classroom and out-of-class work is purely conditional and has no basis whatsoever. The article considers the forms and methods of independent work of students, together with high-quality educational and methodological support of the educational process, practically form a certain training system, which should reveal the creative abilities of students, prepare them for an active search, and cause the need to improve their skills.</p> 2020-11-24T00:00:00+00:00 Copyright (c) CULTUROLOGICAL APPROACH AS A TOOL FOR DEVELOPMENT TOLERANCE IN FUTURE SPECIALISTS 2021-03-04T16:40:20+00:00 Kateryna Hnatovska <p>The article is dedicated to the study of tolerance problems and culturological approach as a tool of development tolerance in future specialists. In this case, tolerance is defined as an individually significant quality of personality. The content of tolerance qualities is determined by an individual's ability to make a morally determined choice, orientation of his or her character traits, environmental influence, disposition towards certain ideas. The meaning of culturological approach from the point of view of development tolerance in young generation is being analyzed. It is noticed that the concept of ‘tolerance’, taking into account its integrative character, is a subject of study by different sciences, such as philosophy, ethics, political science, sociology, psychology, culturology, pedagogics, etc. It is established that a significant role in the formation of tolerance in future specialists is given to the development of democratic thinking, the search for new approaches to educational activities, taking into account historical and cultural traditions of different regions of Ukraine. It is defined that the strategy of tolerance formation with the help of culturological approach consists in providing a person with all necessary conditions for his or her spiritual development, intellectual and moral freedom, choice of behavior, formation of perception of citizenship, patriotic and national consciousness, free global outlook, ability to maintain the beliefs concerning preservation of peace on the Earth, compassionate and tolerant attitude to others.<br>The purpose of the article is to justify theoretical concepts of ‘tolerance’ and ‘culturological approach’ in scientific research and provide definitions of these concepts. According to the purpose of the research, the following tasks were defined: to analyze theoretical foundations of ‘tolerance’ and ‘culturological approach’ concepts; to determine the essence and peculiarities of culturological approach as a tool for development tolerance in future specialists.<br>Theoretical techniques for analysis and generalization of scientific and methodical literature on the problem under study were used to solve the tasks.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 SCIENTIFIC FUNDAMENTALS OF THE PROCESS OF FORMATION OF CRITICAL THINKING OF FUTURE PRIMARY SCHOOL TEACHERS 2021-03-04T16:40:45+00:00 Olha Horetska Mariia Oliiar <p>The purpose of the article is to analyze the scientific foundations of the process of forming critical thinking of future primary school teachers. Objectives of the study: to analyze scientific interpretations of the content of the concept of «critical thinking of the teacher»; to identify scientific approaches to the development of technologies for the formation of critical thinking of students of pedagogical free economic zones.<br>The urgency of the problem of formation of critical thinking of future specialists in the period of intensive social and economic changes in Ukraine is revealed in the article. Only a critical educator is capable of creative innovation. A teacher who does not have critical thinking cannot teach his students to think critically.&nbsp;<br>The author of the article notes that in the scientific literature there are many interpretations of the concept of «critical thinking». It is seen primarily as one aspect of reflection. Critical thinking necessarily involves both positive and negative evaluation of the thought process and its results. Characteristic features of critical thinking, scientists call its systematization and ability to generalize. In this regard, it is important to master a number of techniques of intellectual activity. Scientists consider critical thinking inseparable from creative thinking.<br>The author notes that the development of critical thinking is a difficult task. This quality develops in the process of solving problematic pedagogical situations. It covers the formation of future teachers'; system of knowledge about the essence of this phenomenon (thinking, reflection, pedagogical and critical thinking), mastering the means and methods of forming critical thinking (methods, techniques, forms, tools, technologies).<br>The author of the article identified a number of methodological approaches to solving the problem of forming students'; critical thinking. The personal- pragmatic approach is realized in individual and group forms of training of students, in dialogic activity, in game interaction. The situational approach involves the formation of cases of problematic pedagogical situations, their modeling, analysis and solution. The activity approach includes teaching students to plan (determine the purpose, content, forms, methods) and implementation of pedagogical activities (regulation, control, critical self-analysis and self-assessment of achieved results).<br>Based on the analysis of the works of scientists, the author identifies the most important characteristics of the technology of formation of critical thinking of students: equality of subjects of study; the role of the teacher as a facilitator of the educational process; creating an educational environment where there is an atmosphere of search and openness, natural cooperation and communication; belief in the strength of the student, support for his active position in learning, etc.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 THE COMPONENTS OF STUDENTS PROFESSIONAL READYNESS FOR INTERPERSONAL INTERACTION IN THE POLYCULTURAL ENVIRONMENT OF THE PEDAGOGICAL UNIVERSITY 2021-03-04T16:41:12+00:00 Svitlana Kirsanova <p>In the article, on the basis of the scientific literature analysis the scientists views on the formation of students readiness for interpersonal interaction in the multicultural environment of the pedagogical university are generalized, the structure of the specified concept is considered.<br>The relevancy of the problem is due to the need to create and establish a specific mechanism in which ethnic identity would be an important factor in understanding the involvement of native ethnic culture, understanding its importance in the Ukrainian nation consolidation, in shaping its national and state interests. In the modern conditions of a globalized multicultural society, the student youth readiness for interpersonal interaction in a multicultural environment of the pedagogical university is not only a leading human competence, but also an organic component of the personal professional activity.<br>The purpose of the research is to reveal the content and components of the student youth readiness to form interpersonal interaction in a multicultural environment of the Pedagogical University. The semantic structure of the readiness concept, according to the author includes multicultural knowledge, skills, inner emotions and emotional values, cultural awareness, which provides understanding of the different cultural phenomena essence, their characteristics and relationships, insight and ability to assess cultural phenomena, actions of different cultures representatives and self-assessment of own behavior.<br>The results of the scientific research provided an opportunity to identify structural components (rational, axiological, effective, reflexive), criteria and indicators: motivational-necessity (the development of motives for mastering the knowledge and skills of multicultural interaction, the need for their constant improvement); emotional and valueable (the manifestation of a positive valueable attitude to other cultures and their carriers, the feeling of positive emotions from the communication with representatives of other socio-cultural communities); cognitive-functional (the formation of knowledge on the essence of culture, different peoples cultural features, rules and norms of communication, as well as skills necessary for interpersonal interaction: intellectual, organizational, communicative, reflexive); personal (the formation of personal qualities necessary for the implementation of interpersonal communication: empathy, tolerance, friendliness).<br><br></p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 INTEGRATING ASPECT OF STUDYING THE HISTORY OF UKRAINIAN LITERATURE IN THE PROCESS OF THE FUTURE TEACHERS OF THE UKRAINIAN LANGUAGE AND LITERATURE TRAINING 2021-05-09T20:39:00+00:00 Lilia Оvdiichuk <p>The article emphasizes the important aspect of literary studies training of the students of speciality Ukrainian language and literature - the study of the course «History of Ukrainian Literature». The purpose of the investigation is to determine the theoretical and methodological principles of integrating study of the history of Ukrainian literature and to represent formation of integration and literary competence of future teachers of Ukrainian language and literature on this basis. The theoretical and empirical methods of scientific research were used in the process of investigation. The analytical synthetic and comparative methods were applied in the process of studying scientific sources. The empirical method was used during the process of this issue studying in real learning conditions. The content and methodological support of the integrating study of the history of Ukrainian literature was presented in the research. The dfferent types of integration are revealed: extra-subject, intra-subject, inter-artistic, which are realized at the semantic level. The interconnection with the<br>adjacent humanities is highlighted. Intra-subject integration between the sections of literary science on fiction, biography, and creativity. The possibilities of inter-artistic integration are revealed in the process of perception and understanding of fiction with other arts. The article outlines the integration at the activity level, which occurs through the introduction of innovations into the traditional educational process of innovations: critical thinking technologies, information and communication technologies; combination of different forms of education: classroom and extracurricular; educational and research activities. The study presents the means (multimedia presentations of lectures, audio and video recordings), methods (problem, heuristic, illustration), which are applied during the integration study of the subject «History of Ukrainian Literature». It is proved that in the process of such learning the integration-literary competence is formed, which is shown through motivational-value, cognitive-reflexive, creative-activity components.<br>comparative studies and among literary disciplines is illustrated by the example of elaboration of the writers’ biography</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 DEVELOPMENT OF METHODOLOGICAL CULTURE OF FUTURE LECTURERS OF HIGHER EDUCATION INSTITUTIONS AT THE STAGE OF PROFESSIONAL TRAINING 2021-03-04T16:42:04+00:00 Nataliia Salyha <p>The article deals with the problem of developing the methodological culture of future lecturers of higher education institutions (HEI) at the stage of professional training. It is focused on the need to prepare future lecturers to working with student youth.<br>The article presents the characteristics of the methodological culture of a lecturer of higher education institution, substantiates the necessity of its development for successful professional activity in conditions of reforms in higher education, analyzes the features and functionality of the pedagogical environment, its role in the system of professional training of future lecturers. It analyzes scientific approaches to the definition of the concept of «methodological culture» and specifies the nature of the phenomenon called «methodological culture of the future HEI lecturer». It offers the ways to develop the methodological culture of the future lecturer at the stage of obtaining the master’s degree as well.<br>The relevance of the article is evident in the substantiation of the content and components of the methodological culture of the future HEI lecturer; in the training of a lecturer who has mastered new technologies, methods, forms, means of teaching and educating student youth; in identifying potential opportunities within the educational space of an higher education institution.<br>Abiding by pedagogical conditions (filling the content of disciplines with knowledge about methodological culture of the HEI lecturer; use of interactive technologies in order to increase the motivation of students to develop their own methodological culture; taking into account age-related peculiarities of student youth) provides constant purposeful influence on development of the researched quality.<br>The author proves the importance of developing the methodological culture of the lecturer as one of the important personal and professional qualities and notes that this is a complex, multilevel and systematic formation. The article emphasizes that the content of the subjects of the psychological and pedagogical cycle taught in the specialty «Educational, Pedagogical Sciences» promotes the growth of professionalism, enrichment of knowledge as well as ensures the development of a holistic creative personality and forms the methodological culture of future lecturers.<br>Despite the large number of scientific papers dealing with the study of various aspects of the methodological culture of the future lecturers of higher education institution, it should be noted that there is no well-established definition of this concept in the psychological and pedagogical literature yet.<br>Research methods were aimed at describing the essence of the article content, a presenting the holistic view of the problem mentioned in the title.<br>The results of scientific research showed that there is an urgent need to improve scientific idea about the essence and structure of the concept of «methodological culture of the future HEI lecturer», to identify its structural components, principles and factors of its formation. Research of the methodological culture of the future lecturers with an aim to improve the efficiency of further professional activity and development of their professional and personal qualities deserves further consideration.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 FORMATION OF CREATIVE ABILITIES OF JUNIOR SCHOOLCHILDREN IN THE PROCESS OF ARTISTIC ACTIVITY 2021-03-11T13:41:45+00:00 Valentina Boguta <p>The change of the educational paradigm necessitates a rethinking of the sphere of formation of the creative personality and the development of effective methods that correspond to modern theoretical principles and methodological developments. Given that the abilities developed in artistic activity are extrapolated to all other activities of the individual, the presented empirical study presents the author's method of forming the creative abilities of primary school children by means of choreographic art. To achieve this goal, theoretical (generalization of pedagogical, psychological, art scientific works, normative documents and educational publications), empirical (study, analysis and generalization of experience of children's amateur creative associations; conversations, surveys, independent characteristics, product analysis) were used. activities; pedagogical experiment) and statistical methods (method of mathematical statistics).<br>Criteria for the formation of the studied quality justifiably chosen emotional-sensory, basic individual-functional, value-creative.<br>The method involves a phased (motivational-perceptual, compilative-transformative, productive-creative) implementation of a system of creative tasks of "open" type (tasks-analogies, tasks for the formation of skills to interpret and improvise with dance vocabulary, tasks for self-perception, tasks for enriching dance vocabulary, tasks for mastering elementary acting skills, tasks of partial-problematic nature, tasks for mastering the basics of dance composition) with observance of necessary and sufficient pedagogical conditions (creation of pedagogically comfortable educational environment; motivation of creative interpretive and improvisational activity of primary school children in choreographic activity; use innovative forms and methods). Their interrelation in the educational process of choreographic education of children of primary school age provides a constant purposeful influence on the formation of the studied quality.<br>Critical analysis of experimental data led to the conclusion that the effectiveness of creative plastic and figurative self expression of junior high school students depends on creating emotionally enriched situations in the choreographic creative process, providing individual trajectory of development, systematic practice in ways of transforming activities type of activity in the implementation of their own "I-concept".</p> 2021-03-04T00:00:00+00:00 Copyright (c) 2020 INTERACTIVE TECHNOLOGIES AS A TOOL OF IMPROVING LEARNING EFFICIENCY 2021-03-04T16:43:10+00:00 Olesia Vlasii Olga Dudka Mariana Stefanyshyn <p>The article is devoted to the study of the modern problem of improving the quality of education through the use of new approaches and methods of teaching in the context of digitalization of education. In the article, the current state of use of interactive learning technologies in the digital educational space is analyzed; a brief overview of educational resources and online tools for interactive learning and the possibilities of their use are provided; the use of multimedia interactive learning technologies as an effective means of teaching computer science is proposed; examples of the use of interactive online tools in the study of computer science are given; the possibility of using collections of interactive exercises developed using the Learningapps service is demonstrated; an example of the use of interactive technologies in the process of teaching computer science in the fifth grade is given. There are shown the results of approbation, which mean that in the digital space interactive learning technologies have significant educational and developmental potential: motivate and interest students,<br>ensure maximum activity of participants in the educational process, improve the quality of learning and its effectiveness.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN 1ST GRADE STUDENTS BY MEANS OF EDUCATIONAL GAME 2021-03-11T13:38:46+00:00 Maria Ivasyuk <p>In the article the problem of peculiarities of formation of communicative competence of first grade students with the help of educational games is analyzed. The initial level of formation of communication skills and abilities of schoolchildren is experimentally researched. The difference between the concepts of «communicative competence» and «language competence» is determined. The peculiarities are analyzed and the main ways of using games in the educational<br>process for developing primary school students’ communicative competence are determined.<br>The influence of educational games on the level of formation of communicative competence is characterized. It is noted that communicative competence affects not only mastering the required amount of language and speech knowledge, but also the process of forming primary school students’ skills of practical use of language in speech and reflects their skills of communicating with others and ability to choose communication strategies and apply a set of relevant skills. The process of formation of communicative competence of 1st grade students involves mastering the skills and abilities of using means of verbal and nonverbal speech; development of dialogic and monologue speech; mastering the culture of oral and written speech and development of skills to navigate in a variety of communicative situations.<br>It has been proved that educational games, because of repeated perception and reproduction of the material, provide strong memorization of lexical units and grammatical structures and influence motivated transfer and use in new gamequalities necessary for establishing contacts with peers.<br>The pedagogical requirements for the use of didactic games during morning meetings and lessons in primary school are determined. In particular, it has been researched that games must correspond to age, individual characteristics and special educational and, in particular, language abilities; the form and content of the game must be substantiated pedagogically and didactically; it is obligatory to involve as many children as possible in the game and to use games in order to develop all kinds of speech activities.<br>The article describes the author’s own pedagogical experience and provides guidelines for the use of educational games in the primary school educational process.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 EDUCATION OF THE CULTURE OF COMMUNICATION OF PRIMARY SCHOOL STUDENTS IN THE EXTENDED DAY GROUP IN SCHOOLS OF THE MOUNTAIN REGION 2021-03-04T16:44:10+00:00 Oksana Kilichenko <p>The article considers the peculiarities of the formation and development of the culture of communication of children of primary school age in the different age group of the extended day. The essence of the concept of "culture of communication" is analyzed and defined.<br>It is determined that primary school is the beginning of the most important process for the socialization of the individual age period, as it contributes to the formation of an extended day group as a contact group where children learn new norms, values, stereotypes of behavior. The influence of the organization of the beginning on the level of group relations, the content of the social experience of each individual is noticed. It is noted that the primary school age is the most socially significant and the most pedagogically insidious period, because deviations in the formation of personality are often masked by a protective<br>form of behavior (diligence, obedience). However, the primary school age is unique in the presence of experience of free communication. It becomes the basis of cultural norms, which are tested later in a variety of communication situations. It is a sensitive period in the formation of a culture of communication, as it is characterized by the following features: instinct, trust, pliability, the need for emotional contact with peers, the tendency to imitate. All this contributes to the development of skills to intelligently analyze, recognize and evaluate one`s actions and deeds, to seek and find ways to achieve the goal, to be able to overcome obstacles and difficulties.<br>The different age of an extended day group is heterogeneous in its social situation and psychological characteristics. Therefore, there are two periods: adaptation (6-9 years) and pre-adolescent (9-10 years).<br>The study of the process of forming a culture of communication was organized in a different age group of an extended day in a primary school in a mountain environment. As our observations of students in extended day group and conversation with educators show, a characteristic feature of junior students' communication is their close communication with adults, which takes place in the learning process, at school (during the lessons and extended day group) and at home; informing adults about their affairs and the affairs of the class; asking adults for information on specific issues (we often call them “Chomuchki”). In elementary school, girls are more likely to initiate communication.<br>The main directions of formation of the culture of communication in the group of the extended day are defined: development of culture of verbal and nonverbal communication, struggle against profanity, development of ability of attentive listening.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 PHRASEOLOGIES AS A MEANS OF SPEECH DEVELOPMENT OF THIRD GRADE STUDENTS IN UKRAINIAN LANGUAGE LESSONS OF THE MOUNTAIN SCHOOL OF THE UKRAINIAN CARPATHIANS 2021-03-14T00:24:21+00:00 Oresta Tkachuk <p>The article considers the problem of working with stable language expressions, with which children get acquainted at the initial stage of language learning. Phraseologisms are represented in all spheres of human life, their children hear from parents and acquaintances every day, and therefore they become clear and come into daily use. In mountainous regions, where upbringing takes place in close connection with nature, with a somewhat limited range of communication and the specifics of living conditions, the child perfectly learns from an early age the linguistic richness of his own speech or speech, including stable expressions. However, when children get acquainted with textbooks, younger students often have problems understanding and understanding the content of some phrases that are not used or rarely used in this area. The primary school curriculum provides only a cursory introduction to stable expressions, which encourages some teachers to work unsystematically on phraseology. The article presents the results of a survey of teachers in the Carpathian region with different levels of work experience. The analysis of the survey allowed us to conclude that the work with phraseology in primary school is fragmentary. An attempt to analyze the didactic content of existing textbooks on the Ukrainian language for the third grade led to the conclusion that most exercises are reproductive in nature, although there are those that contain creative elements of tasks. According to the author of the article, the textbook for the third grade of the new Ukrainian school deserves approval (compiled by G. Sapun). The article gives examples of methods of working with Hutsul phraseology in Ukrainian language lessons in the third grade. The given didactic material can be used both in the process of studying phraseology in the system of preparation of students of higher educational institutions, and for development of cognitive activity of pupils of elementary school at lessons of the Ukrainian language, literary reading</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2020 SOCIO-CULTURAL SPACE OF THE MOUNTAIN SCHOOL AS A HISTORICAL, ETHNO-SOCIAL, EDUCATIONAL AND CULTURAL PHENOMENON AND SUBJECT OF SCIENTIFIC STUDIES 2021-03-11T13:54:48+00:00 Inna Chervinska <p>The article, based on a holistic retrospective analysis of scientific literature, the experience of secondary schools in the mountainous region of the Ukrainian Carpathians, to reveal the features of the socio-cultural space of the mountain school as a historical, ethnosocial phenomenon and subject of scientific studies.<br>It is pointed out that the issue of formation, development and design of spaces is one of those that are most actively developed in the modern psychological and pedagogical literature. Within its framework, the theme of the evolution of regional socio-cultural spaces is clearly distinguished and acquires an independent status. The author emphasizes that in philosophical, culturological, sociological research, both fundamental and applied, the term "socio-cultural space" is used as a source category that does not require additional theoretical argumentation, as a collective image that contains all the diversity of the existing reality.<br>Attention is emphasized that through the theoretical analysis of the source base and methodological construct of the sociocultural space of the mountain school the essence of the concept of "sociocultural space" as a subject of historical, ethnosocial, educational and culturological studies is substantiated.&nbsp;<br>The use of such research methods as: search and bibliographic - in order to study library catalogs, bibliographic publications; content analysis - to clarify the state of development of the problem, the formulation of the terminology of basic concepts and conceptualization of the main provisions; analysis of the content of pedagogical activity of educational institutions, generalization of own experience of cooperation with teachers and students of mountain schools.<br>It is generalized that the spatial development and analysis of the life of people living in a certain socio-cultural space are among a number of the most pressing issues for modern society. Pedagogical science uses a large number of approaches and methods of spatial analysis, which allow studying socio-pedagogical problems and to some extent contribute to their effective solution.</p> 2020-11-24T00:00:00+00:00 Copyright (c) 2021