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1. Коломінський H. Л. Психологія менеджменту в освіті (соціально-психологічний аспект) / Н. Л. Коломінський. – К : МАУП, 2000. – С. 87–164.

2. Комалова Л. Р. Конфликтологическая компетентность как профессиональный принцип конструктивной коммуникации в конфликте [Электронный ресурс] / Л. Р Комалова. – Режим доступа : http://www.conflictmanagement.ru/2 htm. – Название с экрана.

3. Психологія і педагогіка : учеб. пособ. для вузов / Ред. А. А. Радугин. – М. : Центр, 1999. – 252с.

4. Рыбакова М. М. Конфликт и взаимодействие в педагогическом процессе : кн. для учителя // М. М. Рыбакова. – М : Просвещение, 1991. – С. 3–23.



Віта Мірчук

MANAGEMENT CULTURE AS A PART OF PROFESSIONAL CULTURE

The formation of a new generation of managers requires a sufficient level of their professional culture. Under the professional culture, we understand the level of mastery of professional knowledge in certain industry or related activities. E. Fedyk, V. Shevchuk suggest that the composition of professional culture has three main components: professional and moral, professional and psychological and educational, professional and technology. Professional and moral is a mastery of the norms of morality and the implementation of these standards and principles in practice. Professional, psychological and educational is the ability to control oneself, knowledge of laws of educational and psychological processes. The professional and technological culture is the degree of assimilation of skills of specialist, his required duty, ability to apply them creatively in unusual situations. The management culture is one of the central components of the professional culture of non-material sector of managment. Analysis of modern research on governance argues that studies on culture management are based on the organizations that operate in different social spheres. These include, in particular, include studies that reveal the patterns and culture of personnel management and human resources (I. Ladanov, S. Parkinson, V. Shepel, D. Shchokin and others); culture and education (I. Zyazyun, N. Lazarev, M. Potashnik, N. Talyzina, V. Shynkaruk). In most foreign literature managment, culture is represented by the direction that applies to manufacturing and business management (M. Meskon, M. Albert, V. Blum, K. Levin).

Professor V. Tsvetkov emphasizes that management is a special social function, which arises from the needs of the society, and it turns out, especially in organizing the work done within the association, coordination, control, monitoring and and government – the regulatory measures [2, p. 26]. The content of culture is a set of achievements in organizing and implementing the management, organization of administrative work, using management techniques, and a set of requirements imposed on management systems and workers caused by the norms and principles of public morality, ethics, aesthetics, and law. Management culture as part of general human culture however has a number of features that distinguish it from all other kinds and forms of culture. These features can be illustrated on the base of the demands to the management culture. F. Hmil gives analysis of culture, its characteristics and says that it consists of four closely related and interdependent elements: the culture of governance, culture of management process, cultural conditions and documentary [4, p. 42]. There are many approaches to determining the conditions of management. For example, N. Nyzhnyk believes that the importance of managment culture is related to a level of the prosses of cultural organization of management [1, p. 15]. A. Felzer, A. Dobronevskyy includes to a culture of management process a rational organization of administrative work [3, p. 210]. The starting point for the rational organization of administrative work should be a clear definition and scope of management operations. Important element of the management culture is a culture receiving visitors, telephone calls, meetings, and other. A vital part of culture is a culture of documentation.

To improve management culture – means to improve all its elements and professional culture of manager. In each case, certain elements can be crucial for improving governance.

REFERECES

1. Нижник Н. Проблеми змісту державно-управлінських відносин та фактори його соціальної обумовленості в Україні  / Н. Нижник // Вісник УАДУ. – 1996. – № 2. – С. 15.

2. Реформування державного управління в Україні : Проблеми і перспективи / Наук. кер. В. В. Цвєтков. – К. : Оріяни, 1998. – 228 с.

3. Фельзер А. Б. Техніка роботи керівника : навч. посібн. / О. В. Доброневський, А. Б. Фельзер. – К. : Вища школа, 1993. – 383 с.

4. Хміль Ф. І. Менеджмент : підручник / Ф. І. Хміль. – К. : Вища школа, 1995. – 351 с.
Юлія Москаленко

BILL GATES: PAGES OF BIOGRAPHY

William Henry Gates III worldwide known as Bill Gates is an American business magnate, and the chairman of Microsoft – the software company he founded with Paul Allen. W. Gates is constantly ranked among the wealthiest people of the world, as the largest individual shareholder, with more than 8 percent of the common stock of Microsoft Company. He has also authored or co-authored several books.

Gates was born in Seattle, Washington, to William H. Gates, Sr. and Mary Maxwell Gates, of English, German, and Scotch-Irish descent. His family was upper middle class; his father was a prominent lawyer, his mother served on the board of directors for First Interstate Bank System and the United Way, and her father, J. W. Maxwell, was a national bank president.

His parents had a law career in mind for their son. At 13 William enrolled in the Lakeside School, an exclusive preparatory school. When he was in the eighth grade, the Mothers Club at the school used proceeds from Lakeside School’s rummage sale to buy an ASR-33 teletype terminal and a block of computer time on a General Electric (GE) computer for the students of the school. W. Gates took an interest in programming the GE system in BASIC, and was excused from math classes to pursue his interest. He wrote his first computer program on this machine: an implementation of tic-tac-toe that allowed users to play games against the computer. The machine and the way it executes software code perfectly fascinated W. Gates. When he reflected back on that moment, he said, “There was just something neat about the machine”. Gates wrote the school’s computer program to schedule students in classes. He modified the code so that he was placed in classes with mostly female students. He later stated that “it was hard to tear myself away from a machine at which I could so unambiguously demonstrate success”. At the age of 17, Gates formed a venture with Allen, called ‘Traf-O-Data’, to make traffic counters based on the Intel 8008 processor. In early 1973, Bill Gates served as a congressional page in the U.S. House of Representatives [1, p. 11–33].

Bill graduated from Lakeside School in 1973. He scored 1590 out of 1600 on the SAT and enrolled at Harvard College in the autumn of 1973. Gates did not have a definite study plan while a student at Harvard and spent a lot of time using the school’s computers. He remained in contact with Paul Allen, joining him at Honeywell during the summer of 1974. The following year saw the release of the MITS Altair 8800 based on the Intel 8080 CPU, and Gates and Allen saw this as the opportunity to start their own computer software company. He had talked this decision over with his parents, who were supportive of him after seeing how much Gates wanted to start a company [1, p. 5].

After reading the January 1975 issue of Popular Electronics that demonstrated the Altair 8800, Gates contacted Micro Instrumentation and Telemetry Systems (MITS), the creators of the new microcomputer, to inform them that he and others were working on a BASIC interpreter for the platform.

Paul Allen was hired into MITS and Gates took a leave of absence from Harvard to work with Allen in November 1975. They named their partnership ‘Micro-Soft’ and had their first office located in Albuquerque. In February 1976, B. Gates wrote an Open Letter to Hobbyists in the MITS newsletter saying that MITS could not continue to produce, distribute, and maintain high-quality software without payment. This letter was unpopular with many computer hobbyists, but William persisted in his belief that software developers should be able to demand payment. Microsoft became independent of MITS in late 1976, and it continued to develop programming language software for various systems. The company moved from Albuquerque to its new home in Bellevue, Washington on January 1, 1979 [2].

In 1980, IBM approached Microsoft to write the BASIC interpreter for its upcoming personal computer, the IBM PC. Gates proposed using 86-DOS (QDOS), an operating system similar to CP/M. Microsoft made a deal with SCP to become the exclusive licensing agent, and later the full owner, of 86-DOS. After adapting the operating system for the PC, Microsoft delivered it to IBM as PC-DOS in exchange for a one-time fee of $ 50,000. The sales of MS-DOS made Microsoft a major player in the industry [2, p. 100–125].

Gates oversaw Microsoft’s company restructuring on June 25, 1981, which re-incorporated the company in Washington State and made Gates President of Microsoft and the Chairman of the Board.

Microsoft launched its first retail version of Microsoft Windows on November 20, 1985, and in August, the company struck a deal with IBM to develop a separate operating system called OS/2. Although the two companies successfully developed the first version of the new system, mounting creative differences undermined the partnership. Gates distributed an internal memo on May 16, 1991, announcing that the OS/2 partnership was over and Microsoft would shift its efforts to the Windows NT kernel development [3, p. 180].

It should be said that the role of the inventor at Microsoft for most of its history was primarily a management and executive role. However, he was an active software developer. On June 15, 2006, Gates announced that he would transition out of his day-to-day role over the next two years to dedicate more time to philanthropy projects [4, p. 322].

In April 2010, W. Gates was invited to visit and speak at the Massachusetts Institute of Technology where he asked the students to take on the hard problems of the world in their futures.

Bill Gates is also known as an avid reader: the ceiling of his home library is engraved with a quotation from ‘The Great Gatsby’. He also enjoys playing bridge, tennis, and golf. In an interview (2006), B. Gates commented that he wished that he were not the richest man in the world because he disliked the attention it brought.

In 2000, Gates and his wife combined three family foundations into one to create the charitable ‘Bill & Melinda Gates Foundation’, which is the largest transparently operated charitable foundation in the world. Bill and Melinda Gates are among the most generous philanthropists in America, having given over $ 28 billion to charity.

Thus, the life history of Bill Gates proves that a human being can achieve not only personal and professional but socially important goals as well.

REFERENCES

1. Электронная версия книги Билл Гейтс “Дорога в будущее” [Электронный ресурс]. – Режим доступа : http://www.jankoy. org.ua/geits/. – Название с экрана.

2. Bank D. Breaking Windows: How Bill Gates Fumbled the Future of Microsoft / David Bank. – NY : The Free Press, 2001. – 287 p.

3. Heilemann J. Pride Before the Fall: The Trials of Bill Gates and the End of the Microsoft Era / John Heilemann. – NY : HarperCollins, 2001. – 450 р.

4. Slater R. Microsoft Rebooted: How Bill Gates and Steve Ballmer Reinvented Their Company / R. Slater. – NY : Portfolio, 2004. – 257 p.


Тетяна Нестеренко

ПІДГОТОВКА ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ

ПОЧАТКОВИХ КЛАСІВ В УКРАЇНІ

Серед завдань, які постають перед вітчизняною педагогічною освітою, акцентуємо завдання “створення цілісної системи безперервної педагогічної освіти з урахуванням вітчизняного досвіду, національних традицій і тенденцій розвитку світових освітніх систем” [1]. У руслі досліджуваної проблеми – професійна підготовка вчителя іноземної мови початкової школи – конкретизуємо його як завдання створення системи методичної підготовки студентів до роботи вчителя іноземної мови в початковій школі з урахуванням як вітчизняного, так і зарубіжного досвіду такої підготовки, а також сучасних світових тенденцій педагогічної освіти.

Хотілося б розглянути існуючі сучасні форми методичної підготовки вчителів іноземної мови початкової школи в нашій країні і за рубежем та намітити шляхи подальшого удосконалення форм і методів професійної підготовки студентів. Мета курсу полягає в забезпеченні основ методичної підготовки студентів до реалізації їх професійних функцій вчителя англійської мови в молодших класах: комунікативно-навчальної (формування в учнів молодшого шкільного віку мовленнєвої, мовної, соціокультурної та навчальної компетенцій), розвиваюче-виховної, конструктивно-планувальної, гностичної та організаторської функцій, які реалізуються засобами англійської мови на уроці та в позакласній роботі [2, с. 50–52].

Сьогодні розширилися можливості професійно-орієнтованого спілкування вчителів іноземних мов – від монокультурного до міжкультурного. Відповідно, це знайшло відображення у навчальних програмах підготовки вчителів ряду європейських країн, зокрема Польщі [3], а також Росії [4], де саме професійно-орієнтоване міжкультурне спілкування домінує як мета навчання.

Одним із способів міжкультурного розвитку студентів виступає їх білінгвальна освіта засобами рідної й іноземної мов, яка на сьогодні визнається одним із провідних напрямів освітньої політики європейських країн [5].

Н. Г. Соколова наполягає на необхідності навчання білінгвального професійного спілкування вчителя іноземної мови. Відповідно сучасною домінантою у професійній підготовці вчителя іноземної мови визнається його білінгвальна педагогічна освіта [6], метою якої є підготовка студента до міжкультурного професійно-орієнтованого спілкування рідною й іноземною мовами.

Оволодіння учнями, зокрема молодшого шкільного віку міжкультурним іншомовним спілкуванням у межах навчального предмета “Іноземна мова” передбачає формування в них певного рівня іншомовної комунікативної компетенції [7]. Відповідно вчитель іноземної мови початкової школи повинен уміти сформувати в молодших школярів мовленнєву, мовну, соціокультурну, соціолінгвістичну, дискурсивну та стратегічну компетенції [8], які, власне, і складають зміст іншомовної комунікативної компетенції.

При раціональному плануванні, організації та управлінні самостійною та науково-дослідною роботою студентів, керівництві та контролі за проходженням ними педагогічної практики можна очікувати підвищення ефективності навчання та відповідного зростання якості методичної підготовки спеціалістів.

У професійній підготовці вчителя велике значення має його методична підготовка. Удосконалення цього важливого напряму підготовки майбутніх учителів іноземної мови початкових класів приведе врешті-решт до формування професійно-мобільних спеціалістів, здатних до швидкої адаптації в освітній та соціально-культурній сферах, наділених високим творчим потенціалом та гнучким методичним мисленням.

Отже, в забезпеченні основ методичної підготовки студентів до реалізації їх професійних функцій вчителя англійської мови в молодших класах: комунікативно-навчальної, розвиваюче-виховної, конструктивно-планувальної, гностичної та організаторської функцій, які реалізуються засобами англійської мови на уроці та в позакласній роботі.

ЛІТЕРАТУРА

1. Бігич О.  Професійно-методична підготовка студентів до роботи з молодими школярами в курсі професійно-вибіркової дисципліни “Методика навчання англійської мови в початковій школі” / О. Бігич // Іноземні мови. – 1999. – № 2. – С. 50–52.

2. Бондаренко О. Ф. Сучасні тенденції професійної підготовки вчителя іноземної мови для початкової школи / О. Ф. Бондаренко // Іноземні мови. – 2002. – № 4. – С. 48-51.

3. Концепція педагогічної освіти // Інформаційний збірник Міністерства освіти України. – 1999. – № 8. – С. 9–23.

4. Методика обучения иностранным языкам: Программа для педагогических колледжей. Специальность: 0303 Иностранный язык. Квалификация: учитель иностранного языка в основной школе / Сост. Н. Г. Соколова. – М. : Еврошкола, 1999. – 105 с.

5. Сафонова В. В. Задачи, проблемы и перспективы развития билингвальных образовательных программ в России / В. Сафонова // Опыт билингвального образования средствами родного и иностранного языков в России: Тезисы докладов и выступлений на Межрегиональной научно-методической конференции. – М. : Еврошкола, 1999. – Ч.1. – С. 15.

6. Studzinska I. Sosnowiec Cluster Link Methodology Syllabus Project // Prince Links Conference: Conference Papers. – Popowo: The British Council Poland, 1996. – P. 44–50.

Ірина Нонка

ABOUT THE HISTORY OF MATHEMATICAL ANALYSIS

Mathematical analysis, which mathematicians refer to simply as analysis, has its beginnings in the rigorous formulation of infinitesimal calculus. It is a branch of pure mathematics that includes the theories of differentiation, integration and measure, limits, infinite series [1] and analytic functions. These theories are often studied in the context of real numbers, complex numbers, and real and complex functions. However, they can be defined and studied in any space of mathematical objects that has a definition of nearness (a topological space) or, more specifically, distance (a metric space).

Early results in analysis were implicitly present in the early days of ancient Greek mathematics. For instance, an infinite geometric sum is implicit in Zeno’s paradox of the dichotomy [2, p. 17]. Later, Greek mathematicians Eudoxus and Archimedes made more explicit but informal use of the concepts of limits and convergence when they used the method of exhaustion to compute the area and volume of regions and solids. In India, the 12th century mathematician Bhāskara II gave examples of the derivative and used what is now known as Rolle’s Theorem.

In the 14th century, Madhava of Sangamagrama developed infinite series expansions, like the power series and the Taylor series, of functions such as sine, cosine, tangent and arctangent. Alongside his development of the Taylor series of the trigonometric functions, he also estimated the magnitude of the error terms created by truncating these series and gave a rational approximation of an infinite series. His followers at the Kerala School of astronomy and mathematics further expanded his works, up to the 16th century.

In Europe, during the later half of the 17th century, Newton and Leibniz independently developed infinitesimal calculus, which grew, with the stimulus of applied work that continued through the 18th century, into analysis topics such as the calculus of variations, ordinary and partial differential equations, Fourier analysis, and generating functions. During this period, calculus techniques were applied to approximate discrete problems by continuous ones.

In the 18th century, Euler introduced the notion of mathematical function [1, p. 142].

Real analysis began to emerge as an independent subject when Bernard Bolzano introduced the modern definition of continuity in 1816. But Bolzano’s work did not become widely known until the 1870s. In 1821, Cauchy began to put calculus on a firm logical foundation by rejecting the principle of the generality of algebra widely used in earlier work, particularly by Euler. Instead, Cauchy formulated calculus in terms of geometric ideas and infinitesimals. Thus, his definition of continuity required an infinitesimal change in x to correspond to an infinitesimal change in y. He also introduced the concept of the Cauchy sequence, and started the formal theory of complex analysis. Poisson, Liouville, Fourier and others studied partial differential equations and harmonic analysis. The contributions of these mathematicians and others, such as Weierstrass, developed the epsilontic approach, thus founding the modern field of mathematical analysis [1, p. 213].

Afterwards Riemann introduced his theory of integration. The last third of the 19th century saw the arithmetization of analysis by Weierstrass, who thought that geometric reasoning was inherently misleading, and introduced the “epsilon-delta” definition of limit. Then, mathematicians started worrying that they were assuming the existence of a continuum of real numbers without proof. Dedekind then constructed the real numbers by Dedekind cuts, in which irrational numbers are formally defined, which serve to fill the “gaps” between rational numbers, thereby creating a complete set: the continuum of real numbers. Around that time, the attempts to refine the theorems of Riemann integration led to the study of the “size” of the set of discontinuities of real functions [1, p. 273].

In addition, “monsters” (nowhere continuous functions, continuous but nowhere differentiable functions, space-filling curves) began to be created. In this context, Jordan developed his theory of measure, Cantor developed what is now called naive set theory, and Baire proved the Baire category theorem. In the early 20th century, calculus was formalized using an axiomatic set theory. Lebesgue solved the problem of measure, and Hilbert introduced Hilbert spaces to solve integral equations. The idea of normed vector space was in the air, and in the 1920s Banach created functional analysis.

Thus, mathematical analysis has its history, which allows understanding its main stages of development and finding out the most important researech directions.

REFERENCES

1. Hewitt E. Real and Abstract Analysis / E. Hewitt. – NY : McGraw-Hill, 1965. – 650 p.

2. Dunham W. Euler: The Master of Us All / Dunham, William // The Mathematical Association of America. – 1999. – № 3 – P. 17–23.
Ольга Олейникова

IDEOLOGICAL-AESTHETIC ORIGINALITY

OF FAIRY-TALES BY OSCAR WILDE

One of the theoreticians of the English aesthetics and his artist-leading practices, Oscar Wilde was prone to paradoxical expression of his brilliant paradoxes, which attracted contemporary writers, survived aestheticism as a literary trend.

Even in childhood, we fall into the hands of fascinating fairy-tales “Happy Prince”, “The Nightingale and the Rose”, “Star-Boy” and others. In Wilde’s fairytales, a wonderful world is opened before us, full of rare things, jewelry, exotic flowers, and art.

“After the trial of Oscar Wilde at auction his property was sold out, one of the cartoonists drew items that belonged to the writer: a lot of different subjects, who had just lost their master. Among them there was a manuscript collection of tales, to which few people paid attention. Today these stories have received worldwide recognition ...” [1, р. 64].

Throughout the life, O. Wilde professed the cult of beauty. His works are the confession of love for creativity and art. O. Wilde believed that art is superior to nature and banal existence. According to what the writer said, art reflects not life, but artistic temperament of the soul. “Beauty has as many meanings as many moods a man can be in”, – Oscar Wilde noted in one of his essays [3, p. 10]. Creative inspiration is filled with the beauty of imagination, fantasy. In his opinion, people lost the meaning of life, forgot how to appreciate it. It happened because they forgot about pleasure. Wilde’s desire to return people to the joy of fun, was a positive impulse for the development of culture, as promoted a better harmonic development of each individual. On the other hand, the cult of pleasure, if it is not limited to moral principles, is as dangerous as the cult of Beauty, because hedonism (or new hedonism) can easily cause a person to death.

Oscar Wilde was aware of that tragic fact. He took it as a rule to seek pleasures, as the righteous people seek to do good. The complexity and contradictions of the new hedonism writer’s view of his tales, including “Happy Prince”. “On a high city column there was Happy Prince statue. He was covered from top to bottom with golden leaves. Instead of shining eyes two sapphires, were noticeable on the princes and the dagger hilt glittered a large ruby” [5, p. 12], – so begins a wonderful story of the writer. Prince got into a place of honor because he was the only happy person in the city, and others forgot what happiness are, grateful servants decided to make the status for remembering him. However, staying over land, the Prince suddenly learns the true value of his happiness – a lack of real life, ignorance of people and their problems. “When I was still alive – to swallow says he that stopped for the night at the foot – and I had a real human heart, I didn’t know what tears. I lived in the palace of Sans Sousi (serenity), where sorrow cannot enter. I had a good time all days with friends in a garden in the evening dancing at the balls in the Great Hall. Around the garden there, were strong walls and I never thought of asking what was happening there, behind those walls? Because everything around me was so excellent![5, p. 15].

The main conclusion of this tale, parable is obvious: a person may experience pleasures and be happy if he builds up high walls to be separated from other people, forget about their existence, be thinking only about themselves, become indifferent and selfish. However, this situation is immoral, abnormal, and simply impossible. The prince realizes it very well, and being high over the city, that makes him feel remorse and sacrifice himself for others.

The subject of the tale “Nightingale and Rose” is the fate of an artist and his works. Nightingale is an artist, poet; the rose is the work of art. The artist gives his blood and life, that works was excellent and bring happiness in love. Nevertheless, the girl who liked the student is unable to appreciate the sincerity and simplicity ‘ordinary flowers’. I am afraid that this rose does not fit my new dress. [5, p. 33]. She appreciates more wealth, jewelry. The death of nightingales was in vain. Rose fell on the road and run over by a cartwheel...

In the fairy tale, Nightingale as a valid artist appears above not only an ordinary girl, but also a student for whom philosophy is more important than Love. At this background, another very important topic appears the topic of true love. Nightingale is sure that it is heard like it and is willing to sacrifice him. “Love is a miracle. It is more costly than expensive jewelry, it cannot be bought for any pearls, garnets, it is not put on the market. Death is a nigh price for red rose. And still love is more valuable than life, and is the any way to compare the heart of any bird with a human heart [5, p. 26–29].

O. Wilde in his usual manner challenges the society. It is impossible not to notice in allegorical images of animals (water Rats, Ducks with ducklings, Konoplyanka) ordinary members of contemporary society: the English inhabitants of rural areas, with their prejudices, in attempts to break higher company and stupidity, which cover useless devotion. The mother duck teaches their children to stand upside down in the water: “If you do not learn to stand on your head, you will never be taken in to the superior Company[5, p. 41].

The main problem of this tale is the understanding of the concept of “friendship”. Hans is really proud that he has a ‘reasonable’ great friend Hugh, who always says: Many people can do good deeds. But a few can speak well. So, to speak well is much harder, but worthier” [5, p. 45]. The tragic end of a good young man and the last words of the late Hugh “the generosity always had to pay”, leaves no room meditation on the moral sympathy of the author. This tale makes us wonder are we just to our friends? Can we behave like Miller?

Good must defeat evil – the main motto of every tale, however, Wilde retreated from it. Swallow, despite all the good work, dies at the feet of Happy Prince, whose heart was breaking up (“Happy Prince”). Nightingale dies in terrible suffering, as though for the great love, but his self-sacrifice is in vain – one has any idea (“nightingale and the Rose”). True Hans, making everything possible for his imaginary friend, dies having drowned in the mud (“True Friend”).

Themes of hypocrisy and indifference to others, poverty, selfishness, pure love, beauty can be heard in various aspects of all Wilde’s fairy tales. However, it is possible to single out the main problem that is the problem of finding the right way of action. The main, task is to choose the right one. Oscar Wilde seeks to resurrect the best side of human nature by showing negative, but the writer is not still telling: a person on should understand himself and improve himself, and hence the world around it. Extremely huge problem of society, according to the artist, is the callousness and indifference. A world where a man is indifferent to others is doomed.

Thus, Oscar Wilde tries to warn us: only love and kindness, mercy can save humanity.

REFERENCES

1. Аникст А. История зарубежной литературы / А. Аникст. – М. : Учпедгиз, 1956. – 475 с.

2. Дьяченко А. Сказки Уайльда / А. Дьяченко // Детская литература. – 1991. – № 8. – С. 64–69.

3. Залізняк Л. Троянди Оскара Уайльда; Урок вивчення казки “Щасливий Принц” та “Хлопчик-Зірка”. 5 клас. / Л. Залізняк // Всесвітня література в середніх навчальних закладах України. – 2000. – № 10. – С. 5–7.

4. Кобкова О. Ловець краси – О. Уайльд / О. Кобкова // Зарубіжна література. – 1996. – № 12–13. – С. 10–15.

5. Wilde Oscar Fairy Tales / передм. І. В. Корунця / Oscar Wilde. – К. : Либідь, 1993. – 142 с.


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