Модель формування художньо-комунікативної культури майбутніх учителів музики: теоретичний аспект

У статті теоретично обґрунтовано необхідність і доцільність розробки і впровадження моделі формування художньо-комунікативної культури майбутніх учителів музики в умовах вищого педагогічного навчального закладу. Проведено дефінітивний аналіз таких категорій, як «модель», «моделювання», аргументовано дослідницьку позицію щодо сутності моделі формування художньо-комунікативної культури майбутніх учителів музики. Представлено результати наукової рефлексії щодо процесу педагогічного моделювання.

The article substantiates theoretically the necessity and expediency of developing and introducing the model of forming future music teachers’ artistic and communicative culture in the conditions of higher pedagogical educational institutions. The model is a complex integrated multi-dimensional and multilevel system of elements of the future music students’ professional training that simulates conditionally, imitates the formation of students’ integrative and personal quality at various stages of the organization of the artistic and educational process (organizational-accommodation, educational and cumulative, corrective-convention and design-presentation). The model is open to external influences by formation, reflects the integrity of the formation process of the phenomenon under investigation (from the goal to the definition of conceptual provisions, pedagogical conditions, principles, technology of phased formation of the development and selection of effective forms, methods and stages of musical education), incorporates such structural components as target, theoretical, content, procedural-methodical, and evaluative-productive ones. The designed model of forming the artistic and communicative culture is perspective, since it enables the experimental material to make specific suggestions for the further improvement of the content and methods of students’ training on the basis of the system analysis at the art faculties of pedagogical universities in the culture of appropriate artistic and communicative activities. Implementation of the model provides the opportunity to organize the pedagogical process efficiently, taking into account the scientific and methodological support of the author’s technology for forming the future music teachers’ artistic and communicative culture. The model of forming the artistic and communicative culture embraces an individual-personal and professional-activity plan, methodological, theoretical, technological, conceptual, normative-legal, informative, procedural-methodical, evaluation-productive and diagnostic provision. The model is a structural unity of certain pedagogical conditions for forming the future music teachers’ artistic and communicative culture, methodological approaches, principles, directions, forms, methods, technologies of teaching. The designed model is a project of a comprehensive methodical system of forming the future music teachers’ artistic and communicative culture, it is realized in practice through the humanistic technology of student-centered education, and it is provided by appropriate pedagogical conditions and methodical support for their implementation.

В статье теоретически обоснована необходимость и целесообразность разработки и внедрения модели формирования художественно-коммуникативной культуры будущих учителей музыки в условиях высшего педагогического учебного заведения. Проведен дефинитивный анализ категорий «модель», «моделирование», аргументирована исследовательская позиция относительно сущности модели формирования художественно-коммуникативной культуры будущих учителей музыки. Представлены результаты научной рефлексии процесса педагогического моделирования.