TO THE ISSUE OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS OF THE LEVEL OF ETHNOMUSICOLOGICAL CULTURE OF FUTURE TEACHERS AT THE UNIVERSITY

Abstract

Modern democratic reforms in Kazakhstan, recognition of human rights and freedoms regardless of nationality have shown the need to reorient the entire educational sphere to implement the national and cultural interests of the population, create a continuous system of national music education, determine its content aspects and features.

Pedagogical comprehension of the accumulated national musical material requires further research of the level of personal ethnomusicological culture of the future teacher, since only through familiarization with national musical traditions that have been formed over the centuries (monody, improvisation, fret features, etc.), the creative personality of a teacher-musician who is able to comprehend the spiritual value of the music of his and other peoples, understand and to assess the contribution of each ethnic group to the treasury of universal culture can be formed.

The multiethnic structure of the people of Kazakhstan increases the responsibility for the preservation of musical cultures of various nationalities and interaction between them in the interests of national unity, consolidation and mutual enrichment of cultures.

The paper examines the theoretical aspects of psychological and pedagogical diagnostics of the levels of ethnomusicological culture of future teachers, presents the results of experimental work on the formation of ethnomusicological culture of students in universities of the Republic of Kazakhstan. Some methods of psychological and pedagogical diagnostics are proposed to determine the degree of orientation of students to the values of folk music; the degree of emotional responsiveness of students when communicating with folk music; identification of students' ability to emotionally perform folk music, etc. The stages of the ascertaining experiment aimed at diagnosing the levels of need-motivational, cognitive, emotional-value and activity-creative components of the ethnomusicological culture of future teachers are described; ways and recommendations for activating the educational and cognitive activity of students contributing to the formation of professional skills in the field of ethnomusicological culture are proposed.