Syrtsova Elena L.
LOCAL MYTHOLOGY AS A MEAN OF DEVELOPMENT OF
STUDENTS’ EDUCATIONAL AUTONOMY
At present
some changes in the sphere of education can be detected: significant
modifications in the contents of scholastic disciplines, the process of
activations and intensity of the educational process, introducing new technical
facilities and computer technologies.
To live and
work in modern society the youth must have practical skills of the interacting
with different people, taking the responsible decisions in real life
situations, realizing the equal dialogue between partners, also it demands abilities
to independent gaining knowledge and motivation to long-life self-education. So
it is very actual and important to investigate such a phenomena as educational autonomy
of a person.
From the psychological
position autonomy is a social-psychological quality, allowing person to act independently
from internal and external installations, demonstrating ability to self-regulation,
independence and conscious self-direction.
In pedagogics
the problem of development of educational autonomy is closely connected with the
need of development of cognitive activity, independence, initiative, responsibility,
skills of self-verification, motivation to receiving new knowledge. According
to the new educational paradigm it is necessary to give students not only
theoretical knowledge but also creative thinking and skills of working with new
information.
The most
important facility for developing students’ educational autonomy is a system of
creative problems. Students’ activity reveals in intensity of working on a problem, which is connected with searching
individual ways of its solving.
Investigating
the possibilities of using local mythology as a mean of development of students’
educational autonomy took place during summer practice in the
–
to study the history and geography of
the
–
to estimate using of recreation
resources of the Crimea South coast in tourist industry in the region: amount
and variety of high frequency tourist routes; quality and moderateness of
freight services; housing conditions for tourists (hotels, recreation departments, health centres);
presence of professional well-qualified guides; excursion fare;
–
to develop own tourist route taking
into account the information about the recreation resources of the Crimea South
coast.
Development of
students’ educational autonomy during the practice was proceeded in some phases:
starting-up, students’ autonomous activity, reflexive-analytical, correcting.
During the
starting-up phase students’ internal motivation was expected to develop. It was
necessary to interest them in forthcoming work. But the main purpose was to
build up students’ need to act as a researcher, real specialist. To proceed
this goal the management game "Tourist agency" was organized. The students
perfected working technology of a tourist agent and a guide. Also the students
familiarized with the history of opening up the
The main
objects for examination during the practice in the
–
the khan
–
the cave cities of Chufut-Cale and Eski-Kermen;
–
the medieval fortress Kalamita and the cave monastery in Inkerman;
–
the historical and archeological
reserve Hersones Tavricheskiy
in
–
the palace of the count M.S. Vorontsoff in Alupka;
–
the pass Baydarsky
Gates and the
–
the Genoese fortress Chimbalo in
Investigating
the local mythology students learned to conduct excursions independently. In final
accounts of the practice students described the most interesting myths,
connected with studied natural, cultural and historical objects and which
assure attracting tourists to the region. The local myths of the
1)
myths about cultural objects (the
Fountain of tears, the palace of the count M.S. Vorontsoff
and others);
2)
myths about place foundation (Hersones, Inkerman,
3)
myths about treasures (the history of
the ship "Black Prince");
4)
myths about the lost world (ancient population
of the
The students
were offered to create some projects, in which it was necessary to present three
days' routes around the