Wang K. Methods of formation of emotional and imaginative thinking of future music teachers in the process of learning to play the violin

In the thesis the problem of the formation of the emotional-figurative thinking of future music teachers in the process of learning to play the violin is investigated. Emotional-figurative thinking is considered as a process of cognitive activity, which is realized through the analysis and combination of images based on their emotional experience. Emotional-figurative thinking in the field of art is defined by us as a complex process of cognition, which is expressed in the integral unity of perception, evaluation and creation of artistic images based on the emotional experience of their content and form. The specifics of the emotional and imaginative thinking of a music teacher provides for the pedagogical orientation of the process of his artistic and cognitive activity, which is manifested in the ability of emotional content of perception, evaluation and creation of images of art from the perspective of the students' world outlook. The main functions of the professional training of future music teachers are: cognitive, diagnostic, orientation, communicative, integrative, hedonistic, prognostic. The method of forming emotional and imaginative thinking of students of the faculties of arts at pedagogical universities provides for the introduction of organizational, preparatory, accumulative, informative and integrative, active and independent stages of education, which differ in the degree of independence of future music teachers. It is proposed to consistently use such methods and forms of education as heuristic conversations, consulting organizational and familiarization areas, attracting students to rehearsals with children's groups, enlarging and artistic and pedagogical analysis of school repertoire, expanding students' theoretical and methodological thesaurus, using computer capabilities processing of musical works, enriching students' methodological awareness, encouraging them to design Planning and variability of musical and educational activities with students, the choice of optimal methods of work with students and reflective of immersion in teaching practice.