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Ɉɥɟɤɫɿɣ ɄȺɊȺɆȺɇɈȼ
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ȼ. Ƚɪɨɦɨɜɢɣ, ɏɨɱɟɲ ɛɭɬɢ ɝɥɨɛɚɥɶɧɢɦ ɩɟɞɚɝɨɝɨɦ, ɛɭɞɶ ɧɢɦ!, [ɭ:] Ɂɚɜɭɱ, 2005, ʋ 25 (247), ɫ. 7;
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Ɇɭɡɟɣɧɢɣ ɩɪɨɫɬɿɪ ɦɢ ɧɟ ɨɛɦɟɠɭɽɦɨ ɜɥɚɫɧɟ ɩɪɢɦɿɳɟɧɧɹɦ ɦɭɡɟɸ, ɨɫɤɿɥɶɤɢ ɜɚɠɥɢɜɚ ɪɨɥɶ
ɧɚɥɟɠɢɬɶ ɧɚɜɤɨɥɢɲɧɶɨɦɭ ɫɟɪɟɞɨɜɢɳɭ, ɳɨ ɞɨɡɜɨɥɹɽ ɛɿɥɶɲɟ ɞɿɡɧɚɬɢɫɹ ɩɪɨ ɪɨɥɶ ɪɿɡɧɢɯ
ɩɚɦ'ɹɬɨɤ ɚɪɯɿɬɟɤɬɭɪɢ, ɩɪɢɪɨɞɢ, ɥɸɞɫɶɤɨʀ ɠɢɬɬɽɞɿɹɥɶɧɨɫɬɿ ɡɚ ɦɿɫɰɟɦ ʀɯ ɡɧɚɯɨɞɠɟɧɧɹ.
ɉɚɦ'ɹɬɤɢ ɭ «ɜɿɥɶɧɨɦɭ ɞɨɫɬɭɩɿ» ɦɨɠɭɬɶ ɪɨɡɩɨɜɿɫɬɢ ɧɚɛɚɝɚɬɨ ɛɿɥɶɲɟ, ɧɿɠ ɟɤɫɩɨɡɢɰɿɹ
ɜ ɦɭɡɟʀ. Ⱦɥɹ ɡɪɭɱɧɨɫɬɿ ɜɿɞɜɿɞɭɜɚɧɧɹ ɦɨɠɥɢɜɨ ɬɚɤɨɠ ɫɬɜɨɪɟɧɧɹ ɫɩɟɰɿɚɥɶɧɢɯ ɦɚɪɲɪɭɬɿɜ,
ɫɿɬɿ-ɤɜɟɫɬɿɜ, ɳɨ ɞɨɡɜɨɥɹɸɬɶ ɫɚɦɨɫɬɿɣɧɨ ɤɨɦɛɿɧɭɜɚɬɢ ɟɤɫɤɭɪɫɿʀ ɡ ɜɿɡɢɬɨɦ ɞɨ ɦɭɡɟɸ.
Oɫɜɿɬɧɿɣ ɩɪɨɫɬɿɪ ɿ ɧɚɜɱɚɥɶɧɟ ɫɟɪɟɞɨɜɢɳɟ… 293
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Ɉ.ȼ. Ʉɚɪɚɦɚɧɨɜ, ȱɞɟɹ ɦɭɥɶɬɢɤɭɥɶɬɭɪɚɥɿɡɦɭ ɭ ɩɪɨɰɟɫɿ ɞɟɦɨɤɪɚɬɢɡɚɰɿʀ ɨɫɜɿɬɢ ɜ ɍɤɪɚʀɧɿ,
[ɭ:] Ⱥɦɟɪɢɤɚɧɫɶɤɚ ɮɿɥɨɫɨɮɿɹ ɨɫɜɿɬɢ ɨɱɢɦɚ ɭɤɪɚʀɧɫɶɤɢɯ ɞɨɫɥɿɞɧɢɤɿɜ: Ɇɚɬɟɪɿɚɥɢ
ȼɫɟɭɤɪɚʀɧɫɶɤɨʀ ɧɚɭɤɨɜɨ-ɩɪɚɤɬɢɱɧɨʀ ɤɨɧɮɟɪɟɧɰɿʀ (22 ɝɪɭɞɧɹ 2005 ɪ.), ɉɨɥɬɚɜɚ 2005, ɫ. 62.
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Ƚ. Ʌɟɮɪɚɧɫɭɚ, ɉɪɢɤɥɚɞɧɚɹ ɩɟɞɚɝɨɝɢɱɟɫɤɚɹ ɩɫɢɯɨɥɨɝɢɹ, ɋɉɛ., 2003, ɫ. 278.
294 Ɉɥɟɤɫɿɣ ɄȺɊȺɆȺɇɈȼ
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ɋɨɰɿɚɥ-ɪɟɤɨɧɫɬɪɭɤɬɿɜɿɡɦ ɫɬɜɟɪɞɠɭɽ, ɳɨ ɛɭɞɶ-ɹɤɚ ɫɨɰɿɚɥɶɧɚ, ɩɨɥɿɬɢɱɧɚ, ɤɭɥɶɬɭɪɧɚ
ɿɧɧɨɜɚɰɿɹ ɩɨɜɢɧɧɚ ɛɭɬɢ ɡɚɤɪɿɩɥɟɧɚ ɭ ɫɢɫɬɟɦɿ ɨɫɜɿɬɢ. Ɉɫɜɿɬɚ ɭ ɦɟɠɚɯ ɰɿɽʀ ɬɟɨɪɿʀ
ɪɨɡɝɥɹɞɚɽɬɶɫɹ ɹɤ ɮɟɧɨɦɟɧ, ɨɪɿɽɧɬɨɜɚɧɢɣ ɧɚ ɦɚɣɛɭɬɧɿɣ ɪɨɡɜɢɬɨɤ ɫɭɫɩɿɥɶɫɬɜɚ. ɒɤɨɥɚ
ɩɨɜɢɧɧɚ ɜɢɤɨɧɭɜɚɬɢ ɤɭɥɶɬɭɪɧɨ-ɫɟɥɟɤɰɿɣɧɭ ɪɨɥɶ, ɨɫɤɿɥɶɤɢ ɩɪɨɰɟɫ ɧɚɜɱɚɧɧɹ ɨɪɿɽɧɬɭɽ ɧɚ
ɫɩɪɢɣɧɹɬɬɹ ɬɚ ɡɚɬɜɟɪɞɠɟɧɧɹ ɩɟɜɧɨʀ ɫɢɫɬɟɦɢ ɰɿɧɧɨɫɬɟɣ. Ɂɚɜɞɚɧɧɹ ɨɫɜɿɬɧɿɯ ɭɫɬɚɧɨɜ
ɩɨɥɹɝɚɽ ɧɟ ɥɢɲɟ ɭ ɪɨɡɜɢɬɤɭ ɩɨɬɟɧɰɿɣɧɢɯ ɦɨɠɥɢɜɨɫɬɟɣ ɥɸɞɫɶɤɨʀ ɨɫɨɛɢɫɬɨɫɬɿ,
ɚ ɣ ɜ ɨɪɿɽɧɬɭɜɚɧɧɿ ɦɨɥɨɞɢɯ ɥɸɞɟɣ, ɹɤɿ ɜɫɬɭɩɚɸɬɶ ɭ ɠɢɬɬɹ , ɧɚ ɫɩɪɢɣɧɹɬɬɹ ɩɟɜɧɢɯ
ɤɭɥɶɬɭɪɧɨ ɡɧɚɱɭɳɢɯ ɰɿɧɧɨɫɬɟɣ. Ɍɨɦɭ ɫɚɦɟ ɜ ɨɫɜɿɬɿ ɦɨɠɟ ɡɞɿɣɫɧɸɜɚɬɢɫɹ ɝɪɚɞɚɰɿɹ ɬɚ
ɡɦɿɳɟɧɧɹ ɰɿɧɧɨɫɬɟɣ ɣ ɦɨɬɢɜɿɜ, ɹɤɳɨ ʀɯ ɰɿɥɟɫɩɪɹɦɨɜɚɧɨ ɮɨɪɦɭɜɚɬɢ.
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Teaching and learning in a diverse world: multicultural education for young children / Patricia
G. Ramsey; foreword by Sonia Nieto, New York: Published by Teacher College Press,
Columbia University, 2004, p. 7.
Oɫɜɿɬɧɿɣ ɩɪɨɫɬɿɪ ɿ ɧɚɜɱɚɥɶɧɟ ɫɟɪɟɞɨɜɢɳɟ… 295
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Ɉɫɧɨɜɵ ɤɭɥɶɬɭɪɨɥɨɝɢɢ: ɍɱɟɛ. ɩɨɫɨɛɢɟ / Ɉɬɜ. ɪɟɞ. ɂ.Ɇ. Ȼɵɯɨɜɫɤɚɹ, Ɇɨɫɤɜɚ, 2005, ɫ. 353.
296 Ɉɥɟɤɫɿɣ ɄȺɊȺɆȺɇɈȼ
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Ȼ.Ⱥ. ɋɬɨɥɹɪɨɜ, Ɇɭɡɟɣɧɚɹ ɩɟɞɚɝɨɝɢɤɚ ɤɚɤ ɨɛɥɚɫɬɶ ɭɧɢɜɟɪɫɢɬɟɬɫɤɨɝɨ ɡɧɚɧɢɹ Ɇɭɡɟɢ
Ɋɨɫɫɢɢ: ɩɨɢɫɤɢ, ɢɫɫɥɟɞɨɜɚɧɢɹ, ɨɩɵɬ ɪɚɛɨɬɵ, ɜɵɩ. 5: ɉɟɞɚɝɨɝɢɤɚ ɢ ɤɭɥɶɬɭɪɨɥɨɝɢɹ
ɦɭɡɟɣɧɨɣ ɞɟɹɬɟɥɶɧɨɫɬɢ, ɋɉɛ., 1999, ɫ. 73.
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ɇ.ɉ. Ɇɚɤɚɪɨɜɚ, Ɍ.Ⱥ. ɑɢɱɤɚɧɨɜɚ, Ɇɚɥɟɧɶɤɚɹ ɞɨɪɨɝɚ ɜ ɛɨɥɶɲɨɣ ɦɢɪ, ɢɥɢ ɩɨɫɨɛɢɟ ɞɥɹ
ɷɧɬɭɡɢɚɫɬɨɜ ɞɟɬɫɤɨɝɨ ɦɭɡɟɣɧɨɝɨ ɞɜɢɠɟɧɢɹ, ɋɚɦɚɪɚ 2005, ɫ. 66.
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ɇ.ɉ. Ɇɚɤɚɪɨɜɚ, Ɍ.Ⱥ. ɑɢɱɤɚɧɨɜɚ, ɍɤɚɡ. ɫɨɱ., ɫ. 68–69.
Oɫɜɿɬɧɿɣ ɩɪɨɫɬɿɪ ɿ ɧɚɜɱɚɥɶɧɟ ɫɟɪɟɞɨɜɢɳɟ… 297
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ə. Ⱦɨɥɚɤ, Ɇɭɡɟɣɧɚɹ ɷɤɫɩɨɡɢɰɢɹ – ɦɭɡɟɣɧɚɹ ɤɨɦɦɭɧɢɤɚɰɢɹ, [ɭ:] ȼɨɩɪɨɫɵ ɦɭɡɟɨɥɨɝɢɢ, 2010,
ʋ 1, ɫ. 116.
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ȼ.ɘ. Ⱦɭɤɟɥɶɫɤɢɣ, ɂɫɬɨɪɢɱɟɫɤɚɹ ɪɟɬɪɨɫɩɟɤɰɢɹ ɤɚɤ ɫɪɟɞɫɬɜɨ ɷɤɫɩɨɡɢɰɢɨɧɧɨɝɨ ɪɚɫɤɪɵɬɢɹ
ɦɟɠɤɭɥɶɬɭɪɧɵɯ ɜɡɚɢɦɨɞɟɣɫɬɜɢɣ, [ɭ:] Ɇɭɡɟɣ ɢ ɷɬɧɨɥɨɝɢɹ (ɫɟɪɢɹ ɷɥɟɤɬɪɨɧɧɵɯ ɢɡɞɚɧɢɣ
Museum Pro), ȼɵɩ. 2, Ɋɟɞ. ɤɨɥ.: ȿ.Ʌ. Ƚɚɥɤɢɧɚ (ɨɬɜ. ɪɟɞ.), ȿ.ȿ. Ʉɭɡɶɦɢɧɚ, ɇ.Ⱥ. ɇɢɤɢɲɢɧ,
Ɇɨɫɤɜɚ 1997, ɫ. 77–78.
Oɫɜɿɬɧɿɣ ɩɪɨɫɬɿɪ ɿ ɧɚɜɱɚɥɶɧɟ ɫɟɪɟɞɨɜɢɳɟ… 299
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Ƚɢ. Ʌɟɮɪɚɧɫɭɚ, ɍɤɚɡ. ɫɨɱ., ɫ. 279.
300 Ɉɥɟɤɫɿɣ ɄȺɊȺɆȺɇɈȼ
Summary
Environment Education and Intercultural Communication
as a Teaching in the Museum
The author of the article analyses the possibilities of educational space and learning
environment in the process of intercultural dialogue in the museum. He grounds the role of
multicultural education which reflects understanding of different cultures and realizes natural right
of every person to freedom. The researcher defines main features of the effective intercultural
communication and educational interaction with various categories of visitors in the museum
environment, presents their practical application.
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N.C. Burbules, B.C. Bruce, Theory and Research on Teaching as Dialogue, [ɭ:] Handbook of
research on teaching, Ed. V. Richardson, 4 th Edition, Washington: DC: American Educational
Research Association, 2001, p. 1115–1116.