Педагогічні умови диригентсько-хорової підготовки майбутніх учителів музичного мистецтва до роботи у загальноосвітніх навчальних закладах
Bibliographic record
Abstract
1. Вербицкий А.А. Концепция знаково-контекстного обучения в вузе / А.А.Вербицкий // Вопросы психологии. – 1987. – С. 31−39. 2. Орлов В.Ф. Професійне становлення майбутніх учителів мистецьких дисциплін: теорія і технологія / В.Ф.Орлов – К. : Наук. думка, 2003. – 262 с. 3. Сисоєва С.О. Підготовка вчителя до формування творчої особистості учня / С.О.Сисоєва – К. : Поліграфкнига, 1996. – 406 с. 4. Щуркова Н.Е. Прикладная педагогика воспитания / Н.Е.Щуркова. – СПб., 2005. – 366 с. 5. Ballantyne Julie. The Distinctive Nature of Music Education and Music Teacher Education [Web site] / Julie Ballantyne. – P. 1–12. – Access mode : https://eprints.usq.edu.au/904/1/Ballantyne_Distinctive_nature_of_music_education.pdf 6. Dyganova E.A. Organization a Culture of Self-Education of Music Teachers / E.A.Dyganova, Z. M. Yavgildina // International Education Studies : Published by Canadian Center of Science and Education. – 2015. – Vol. 8, No. 6. – P. 95 −103. doi:10.5539/ies.v8n6p95 7. Mitina N. The Problem of Choral Conducting Training of Students of Pedagogical Institutes / N. Mitina [Web site]. – 2014. – Access mode : http://www.youngscientistusa.com/archive/1/73/ 8. Петько Л.В. Взаимодействие искусств на уроках музыки в средней общеобразовательной школе / Л.В.Петько, Е.В.Данилко // Взаимодействие искусств в духовном развитии школьников : Тр. докл. участников межреспубликанского семинара-совещания 17-19 апреля 1990 г. – Ворошиловград : Редакционно-издательский отдел облполиграфиздата. – 1990. – С. 43–47. URI http://enpuir.npu.edu.ua/handle/123456789/8138 9. Петько Л.В. Н.В.Гоголь и музыкальное воспитание школьников / Л.В.Петько, Е.В.Данилко // Тез. докладов ІІІ Гоголевских чтений. – ПГПИ. – Полтава : Изд-во «Полтава». – 1990. – С. 68–69. URI http://enpuir.npu.edu.ua/handle/123456789/8142 10. Schwartz Sandra. Predictors of Choral Directors' Voice Handicap [Web site] / Sandra Schwartz. – Access mode : https://www.questia.com/library/journal/1P3-3457126911/predictors-of-choral-directors-voice-handicap
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.005 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".