У дисертації обґрунтовано технологію міжкультурного виховання студентів
засобами музики у позааудиторній роботі вищого навчального закладу; структуру
міжкультурної вихованості студентів (мотиваційний, емоційно-емпатійний,
когнітивно-ідентифікаційний, культурологічно-комунікативний, рефлексивно-
ціннісний компоненти), критерії, показники та рівні її сформованості; визначено
зміст міжкультурного виховання студентів засобами музики (теоретичний та
практичний блоки); уточнено теоретичний зміст складових міжкультурного
виховання студентів (міжкультурної комунікації, міжкультурної толерантності та
міжкультурної ідентичності); вдосконалено форми та методи виховної роботи зі
студентською молоддю у позааудиторний час; виокремлено перспективні напрями
використання технології міжкультурного виховання студентів засобами музики у позааудиторній роботі вищого навчального закладу у КНР; подальшого розвитку
дістали наукові положення щодо впливу музики на виховання молоді.
В диссертации впервые обосновано технологию межкультурного воспитания
студентов средствами музыки во внеаудиторной работе высшего учебного
заведения; структуру межкультурной воспитанности студентов (мотивационный,
эмоционально-эмпатийный, когнитивно-идентификационный, культурологические-
коммуникативный, рефлексивно-ценностный компоненты), критерии, показатели и
уровни ее сформированности; определено содержание межкультурного воспитания
студентов средствами музыки во внеаудиторной работе (теоретический и
практический блоки); уточнено теоретическое содержание составляющих
межкультурного воспитания студентов (межкультурной коммуникации,
межкультурной толерантности и межкультурной идентичности);
усовершенствованы формы и методы воспитательной работы со студенческой
молодежью во внеаудиторное время; выделены перспективные направления
использования технологии межкультурного воспитания студентов средствами
музыки во внеаудиторной работе высшего учебного заведения в КНР; дальнейшее
развития получили научные положения о влиянии музыки на воспитание молодежи.
This dissertation research the issues of intercultural upbringing of students by means
of music are exploring. In the first section the problem of education of students of higher
educational institutions in the pedagogical theory has been analysed. The interconnection
of intercultural education with other areas of education has been disclosed. The essence
and content of the concept “intercultural upbringing of students” are revealed. It is noted
that in Ukraine the terms "multicultural education" and "multicultural upbringing" are used
more often than others. The author determines that the concept of "multicultural
upbringing" is used in the European educational space as often as the term "intercultural
upbringing". Intercultural upbringing is interpreted as a process of bringing up a tolerant, indulgent, and capable of successful communication and cooperation with person who are
representatives of other cultures. On the basis of theoretical analysis of the essence and
content of the term “intercultural education”, the major components of intercultural
upbringing are outlined, including: intercultural communication, intercultural tolerance,
and intercultural identity.
The concept of “intercultural upbringing of students” is defined as the process of
systematic educational influence on a person, aimed at developing the readiness of
students to acceptance people with different cultural values and different religions, to
interactions with people of different ethnic origin, tolerant attitude to them, ability to
realize significance of his own culture, identity, based on the principles of freedom and
responsibility, solidarity and understanding, tolerance and democracy.
In this dissertation, musical art is presented as a means of educational influence on
the comprehensive development of an individual, as a factor of moral aesthetic and ethical
experiences. The functions of the influence of music on the spiritual world of the
personality are defined: cognitive, social, educational, suggestive, compensatory, heuristic,
communicative, socializing, cathartic, and entertaining functions. It is proved that music is
an effective means of intercultural upbringing of students.
The current state of intercultural upbringing of students of higher educational
institutions has been studied. It is found out that the means of music in this process are
little used. Students want to know more about different countries and their culture; they
are interested in creativity and are convinced that music can promote intercultural
education.
In the second section the essence and structure of intercultural manner of a student
and criteria of its maturity are determined (motivational, emotional-empathic, cognitive-
identifying, cultural-communicative, reflective and value-based). Each criterion is
specified in indicators that have three levels of manifestation: high, medium and low.
The technology of intercultural upbringing of the students by means of music in the
out-of-class work of higher educational institutions is substantiated. It’s realized in three
stages: preparatory stage (outlining the purpose of the technological process, planning the
implementation of the technology and making forecasts on the results of the
implementation of the developed content, forms and methods); main stage (the
implementation of the technology of intercultural upbringing through the system of
content, forms and methods in the out-of-class work), and stage of results (the results of
implementation of the developed technology are analysed and corrections to the content-
procedural part of the technology are made).
The content of intercultural education of students included two units: a theoretical
unit (students studied the essence and specificity of ethnic features of musical culture of
different countries, musical styles, works of composers of each country) and a practical
unit (students developed the skills of intercultural communication, tolerant attitude to the
culture of other countries).
Implementation of the intercultural upbringing content of the students by means of
music in the out-of-class work was carried out through the introduction of traditional
(musical lecture course, musical quizzes, musical evenings) and innovative (creative
projects – meetings with musicians from different countries, contest of folk music
performers, ethnical and psychological training, contest of culturally educational and musical presentations, discussion, Internet communication on musical-information and
music-pedagogical sites) forms of upbringing. The following methods of upbringing work
were used: traditional (method of example, assignment, creation of a situation of success,
instruction, illustration, demonstration, game, emotional action, encouragement) and
innovative (motivational-dialogic method, intercultural tolerant communication, value-
based and ethno-identification method, design-creative method).
The results of the experimental implementation of the technology of intercultural
upbringing of students are presented. Promising trends of using the technology of
intercultural upbringing of the students by means of music in the out-of-class work of
higher educational institutions in China are determined.
higher education institution, students, upbringing, intercultural
upbringing of the students, forms of upbringing, methods of upbringing, means of
upbringing, musical means, technology of intercultural education.
