Модель виховання естетичних смаків у студентів-філологів засобами народного декоративно-прикладного мистецтва

Abstract

Дана стаття присвячена проблемі виховання естетичного смаку як важливого показника загальної культури майбутнього педагога. У статті представлено модель виховання естетичних смаків у майбутніх філологів засобами народного декоративно-прикладного мистецтва. Розкрито головні структурні елементи (компоненти, умови, зміст, етапи, форми, методи, засоби), кожен з яких має свої завдання функціонування, спрямовані на досягнення основної мети – виховання естетичних смаків у майбутніх філологів.

Данная статья посвящена проблеме воспитания эстетического вкуса как важного показателя общей культуры будущего педагога. В статье представлено модель воспитания эстетических вкусов у будущих филологов средствами народного декоративно-прикладного искусства. Открыто главные структурные элементы (компоненты, условия, содержания, этапы, формы, методы, средства), каждый из каких имеет свои задания функционирования, направленные на достижение основной цели – воспитание эстетических вкусов у будущих филологов.

The modeling is important pedagogical method, such as practically use in aesthetic tastes of philologist students training by means folk arts and crafts, it’s realization was through the broadening and systematization aesthetic knowledge of future philologists, forming them abilities and skills in the process of attraction to creative activities. Deep content filling of future pedagogues’ aesthetic development, growth of his level of aesthetic culture depend on introduction new organization and sense structures of philologist-students preparation. Therefore model building of aesthetic tastes training of philologist-students by means Ukrainian folk and crafts is understanded by us as one of most important premise of theoretical and applied researcheses of the pedagogue training process in high pedagogical educational institution. The model of training philologist-students’ aesthetic tastes is comprehended by us as certain sample, standart, that must be accomplished in high pedagogical educational institution in order to graduate have indexes of aesthetically development personality, is characterize high level aesthetic culture and well brought up aesthetic tastes. Prepared model include aesthetic tastes’ structural components: emotional-sense, cognitive, value-motivational, practicalactive, which mutually connectedly act, are supplementing and enriching each other. Ensuring realization of structural components give possibility solid and system to approach to contents making, forms, methods and means, that in complex secure training of future philologist aesthetic tastes. Present model allow to imagine aesthetic tastes components in those succession and dynamics, but determine pedagogical condition of those functioning – to foresee application methods and ways of elected mean with aim of rise effectiveness his forming. Aesthetic tastes training model of philologist-students by means folk arts and crafts in the process outclass work serve only subsoil of methodical introduction as to aesthetic tastes training of future philologist and have dynamical character. It’ll give us ability to correct process of philologist-students’ training in proper time, to bring in appropriate changes, to supplement them by new means, forms and methods of training.