CONTENS OF PROFESSIONAL TRAINING OF FUTURE MUSIC TEACHERS IN PRC AND UKRAINE

• Цінь Шен

  університет SIAS КНР, аспірант ХНПУ імені Г.С.Сковороди Україна

Тhe article covers the legal framework governing the training future teachers of music in Ukraine and China. It was found that in the latter, in addition to setting goals and objectives and the distribution of teaching time, the Ministry of State clearly regulates not only the content of training future music teachers, but also the content of each subject separately. It is established that the education a teacher of music, in addition to pedagogical universities, can be obtained in various educational institutions (colleges, academies, conservatories, institutes, etc.). The goal training future teachers of music in Ukraine and China has been determined, which is very similar.

It is investigated that the distribution of disciplines aimed at the formation of general and professional competencies is quite uniform, both in Ukraine and in China. It is established that the difference in the content training future teachers of music is that in China special attention is paid to the study of English, political science, philosophy, history and culture of a particular region (depending on the location of the university), and in Ukraine is much more individual professional classes, which is due to the lack of qualified teachers.

It is determined that in addition to similar for both countries active pedagogical practice, in which students observe the teacher`s work help him, conduct lessons, organize educational activities, communicate and play with children, there are absolutely different. For China, this is an optional social practice, for Ukraine it is a mandatory «Organizational and educational pedagogical practice in children's health and recreation facilities».

It was found that future teachers of both countries are dissatisfied with the large number of general education disciplines and insufficient practical training, but in Ukraine this issue is solved by introducing elements of dual education.

It is outlined that educational work in institutions of higher pedagogical education in China and Ukraine also has common directions and forms.

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