Media Literacy as a Subject of Study and a Project-Forming Definition in the Educational-Scientific Pedagogical Project

Гуртуючись на ретроспективному аналізі власної педагогічної практики розкрито особливості організації навчально-наукового педагогічного проекту, який об'єднав вивчення навчальної дисципліни «Педагогіка», проведення студентського психолого-педагогічного дослідження та навчальної пропедевтичної практики майбутнього вчителя. Схарактеризовано структуру спільного проекту школи і університету: розробка діагностичних методик психолого-педагогічного дослідження та методичних розробок виховних заходів; пілотна апробація, експертна оцінка діагностичних методик та методичних розробок; проведення дослідження в період навчальної практики в початковій школі; проведення системи виховних формуючих заходів у початковій та основній школі; висвітлення отриманих результатів (підготовка до друку статей, друк збірок матеріалів).The study examines the pedagogical conditions of the educational-scientific pedagogical project, which combines learning in the classroom, independent work of students, realization of educational tasks of the discipline "Pedagogy"; organization and conducting of educational pedagogical practice and carrying out of pedagogical research. The system-forming definition of the project has been determined the media literacy in the modern society. In accordance with the principles of project-training, competence, student-centered, contextual approaches, the structure of educational-scientific pedagogical project, which consists of the following stages, is distinguished and characterized: 1) development of diagnostic materials for elementary school pupils and the researchers themselves (formation of creative groups, choice of direction of research of media literacy of elementary school pupils, development of diagnostic techniques); 2) pilot testing of diagnostic techniques, expert assessment of diagnostic techniques and methodological materials in elementary and general school; 4) conducting a system of educational formation activities; 5) coverage of the results (preparation for the publication of articles, publication of a collection of materials). The experiment was attended by pupils of 3-4 grades (360 persons) and students of the 2nd year of the Sumy State Pedagogical University named after A. S. Makarenko (99 persons): experimental selection (56 persons) - students of physical-mathematical and natural- geographical faculties and control group (43 persons) - students of other faculties. In order to identify the effectiveness of the educational-scientific pedagogical project, criteria have been developed, a scale, which includes points from 0 to 100, has been proposed, and the arithmetic average is determined in both groups. The following values were obtained for the experimental and control groups respectively: independence at the project stages (87 points, 63 points); the quality of methodological materials and methods of psychological-pedagogical research (91 points, 42 points); realization of the developed materials in the pedagogical process of the school (63 points, 28 points); publication of the results of the study (93 points, 21 points). Pedagogical conditions of educational-scientific pedagogical project have been defined: 1) integration of educational, practical and scientific components of pedagogical training of future teachers with the help of a single research problem; 2) approbation of educational achievements in the environment of the pedagogical process; 3) cooperation of the pedagogical staff (teachers of elementary and secondary schools, psychologists, social educators) with a group of students in the development of project materials for their expert evaluation; 4) practical orientation of the tasks of training (work at lectures, practical classes, independent work of students), research (materials of the study of students' media literacy), methodological (development of educational materials of the educational week), uniting them with a single line of the project; 5) self-government and existence of a situation of responsibility of every student for the success of the project. In order to develop the scientific creativity of future teachers, further study will require an analysis of the effectiveness of forming the research competence of future teachers in the educational-scientific pedagogical project