https://dspace.usfa.edu.ua/handle/123456789/1468 Праці здобувачів освіти кафедри професійної педагогіки та соціально-гуманітарних наук 2026-10-16T08:33:34Z https://dspace.usfa.edu.ua/handle/123456789/2138 Title: Навчальна система Dyn Ed’s Aviation English як засіб формування професійної дискурсивної компетенції в умовах дистанційного навчання Authors: Бондар, Андрій Якович; Bondar, Andrii 2021-11-24T00:00:00Z https://dspace.usfa.edu.ua/handle/123456789/1807 Title: Аналіз зарубіжного досвіду підготовки пілотів до міжкультурної взаємодії Authors: Мартиненко, Надія Олександрівна; Martynenko, Nadiia Abstract: У статті розглядається становлення міжкультурної освіти в країнах Європи та США. Зазначається, що освітні програми авіаційних ЗВО не достатньо акцентують на міжкультурній складовій у структурі дисциплін. Проаналізовано зарубіжний досвід у питанні міжкультурної взаємодії та комунікації найвідоміших авіаційних університетів, а саме: освітні програми, структуру базових дисциплін, організацію освітнього процесу. Виокремлено ключові аспекти ефективного впровадження міжкультурної освіти в Україні. The article generalizes incipience of cross-cultural education is examined in the countries of Europe and United States. It is marked, that the educational programs of aviation Higher Education Institutions do not pay enough attention on a cross-cultural constituent in the structure of disciplines. It is analyzed foreign experience in the question of cross-cultural co-operation and communication of the known aviation universities, namely: educational programs, structure of base disciplines, organization of educational process. The key aspects of effective introduction of cross-cultural education are distinguished in Ukraine. It is studied that forming of cross-cultural educational process of the program of establishments of higher education of countries of Europe and United States built by means of next key descriptions: realization of the global, national, regional and institutional educational programs; forming of personality and professional competence for all students, that allows to them successfully to work and live in multicultural and multilingual society; the table of contents of studies from disciplines includes a national and cultural constituent necessarily; an educational process is sent to preparation of students to operate in an unknown international situation, extending the limits of their thinking and forming of capacity for the creative and critical thinking; a considerable role is taken to possessing foreign languages (in particular, to English) among students and teachers; stimulation of development of international research activity. While analyzing experience of foreign Higher Education Institutions, it was noticed that the aim of every university is effective cross-cultural communication and co-operation at global level, composition of students is multinational in fact. The educational programs and structure of disciplines are built taking into account a cross-cultural constituent, namely: cultural and historical values of different countries; ability of students to respect traditions of other ethnos; ability to set international contacts by means of effective cross-cultural co-operation. Also, it is marked that large attention of teachers is spared to the psycho emotional state of every student. The separate special courses are conducted: work in a command, tolerance, sensitivity, respect to the culture and traditions different nationalities. 2022-01-01T00:00:00Z https://dspace.usfa.edu.ua/handle/123456789/1802 Title: Структурні компоненти формування стресостійкості майбутніх пілотів цивільної авіації у процесі професійної підготовки Authors: Блашко, Юлія Ігорівна; Blashko, Yuliia Abstract: У статті розглянуті погляди вчених щодо структурних компонентів стресостійкості. Визначено основні компоненти сформованості стресостійкості майбутніх пілотів. Відмічено про важливість формування професійної стресостійкості пілотів цивільної авіації. Modern air transportation is so varied and complicated that it is necessary to ensure protection against the possibility of total system failure through human error or failure of one component of the system. Humans are a vital link in the air transport system, but by their very nature they are the most delicate and trivial part of the system. Responsible training is necessary to minimize human errors and ensure the work of qualified, knowledgeable and competent personnel. The professional activity of pilots is accompanied by a constant influence of negative stress-causers. Continuous action of stress-causers, in situations of uncertainty or possible threat to life or high probability of injury mean high demands not only to the level of professional training, but also to the psychological qualities of pilots, because their activity belongs to the category of height risk professions. It was found that the level of formation of stress resistance have direct influence on ability to maintain an adequate behavior in a stressful situation and respond quickly in crisis situations. Stress resistance of the personality ensures the possibility of realization of physical and spiritual potentials, determines the vitality, mental and physical health, which in modern conditions is particularly relevant, because the number of air travel is increasing rapidly. That is why one of the most important tasks of professional training of pilots is the formation of a high level of stress resistance. The analysis of psychological and pedagogical sources allowed us to determine the structure of stress resistance of future pilots, which consists of interconnected components: cognitive, emotional-volitional and activity-related. The cognitive component is characterized by the presence of general, professional and applied knowledge of stress and stress resistance, necessary for preparation for the future professional activity. The emotional and volitional component includes inner readiness to develop and form stress resistance both in everyday life and in professional activity. The activity component includes a set of skills, abilities and habits of pilots to maintain a high level of stress resistance, which form the basis of their professionalism and ensure successful professional activity, It also determines the activity of future pilots in acquiring experience to use the knowledge to maintain the level of stress resistance. 2022-01-01T00:00:00Z https://dspace.usfa.edu.ua/handle/123456789/1801 Title: Гейміфікація освітнього процесу як психолого-педагогічна проблема Authors: Бикова, Олександра Іванівна; Bykova, Oleksandra Abstract: Розглянуто теоретичні обґрунтування термінології і понять, пов’язаних з гейміфікацією, наведено приклади теоретичних трактувань понять «гра», «геймфіфікація» в зарубіжних і вітчизняних джерелах, визначено різницю між геймфіфікацією і ігровою діяльністю. The article deals with the problem of theoretical substantiation of terminology and concepts related to gamification is considered, examples of theoretical interpretations of the concepts of "game", "gamification" in foreign and domestic sources are given, the difference between gamification and gaming is determined. Modern national education is a complex system of interconnected levels of education that has a unique ability to adapt to ever-changing conditions. Higher education is an area with high potential for the application of the concept of gamification. However, the use of elements of gamification in the teaching process in the Ukrainian segment of education is poorly understood. This is a fairly new innovative method of activating the educational potential of future technical specialists. Gamification can be considered a promising innovative means of improving the professional competencies of higher education. The introduction of gamification in the free economic zone requires improvement and practical testing for effective application in the educational process, for this purpose, the study of psychological and pedagogical aspects is relevant. In the field of education, the technology of gamification is gaining popularity as a simulation of the situation to solve problems of different levels of complexity. Gamification in free economic education has prospects for creating an information and educational environment that will promote the development of soft-skills. It is important to distinguish gamification from game-based learning (game learning). These terms may seem similar and interchangeable. The fundamental difference is how the game elements are integrated into the learning process. Game learning is a type of active learning in a game environment that has specific goals and measurable results. This is an activity in situations aimed at the reproduction and assimilation of educational experience. While gamification is the process of adding game elements or mechanics to an experience. In the process of gamification, game elements are differentiated from educational content. As a result, we get non-gaming learning activities using gaming principles. Unlike game learning, in which the game is an experience, in the process of gamification game components are integrated into traditional learning. 2022-01-01T00:00:00Z