Synergistic determinant of special training of a music teacher
DOI:
https://doi.org/10.31392/NPU-nc.series14.2019.27.01Keywords:
synergetics, synergetic pedagogy, synergetic approach, self-organization, art educationAbstract
The peculiarity of musical and pedagogical reality today manifests itself in the joint existence of various pedagogical paradigms and approaches. New concepts of pedagogical knowledge have appeared, among which are such concepts as “synergetic pedagogy” and “synergetic approach”. At the same time, synergetics is considered as a promising way to master a non-linear situation, which helps in the conditions of unstable social development to find new actions aimed at improving the educational process. The extrapolation of these ideas to the field of musical and pedagogical education allowed us to conclude that in the process of special education a synergistic approach can be realized through differences in the sequence of studying educational material, the variability of its content in its complexity, and orientation in the educational process on the creative and projective activities of each student. The use of design as a way of self-organization of the cognition process helps to compensate for the decrease in the volume of classroom information for students, to gain experience in communicative skills using in different types of educational activities. This allows each student to discover their creative potential, learn new methods of pedagogical influence, and master deep pedagogical knowledge. Thus, synergetics acts as a methodological basis for the pedagogy of art, and the use of its principles in the pedagogical field makes it possible to comprehend the processes common to all types of art, recognize new meanings in them, and understand the prospects for the development of new pedagogical thinking.
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