The article deals with an information and activity approach to the process of teaching university students, which is considered as one of the ways to organize joint educational activities of a teacher and a student based on the widespread use of educational information and communication technologies (ICT) in order to form subject motivation. The role and place of information and communication technologies in the process of forming cognitive and professional motives of students in the process of contextual teaching in non-core disciplines is revealed, using the example of teaching mathematics in an agricultural university. The direction and influence of some forms of information and communication technologies on increasing the cognitive interest of students, cognitive activity and cognitive independence in the learning process are substantiated. The article is part of a study on the formation of motivation for studying non-core disciplines among university students by means of contextual learning. The paper presents the experience of using such forms of ICT as a web quest, video material, interactive training systems, video conferencing. These forms of ICT are aimed at updating the reflection of the existing motives and meanings of studying a non-core discipline, identifying a personal interpretation of the importance of the subject in practical and professional activities; development of cognitive and professional motives for learning; activation of independent creative activity of students aimed at studying a non-core subject. The analysis of the research results showed that the use of contextual teaching methods in the educational process, along with the use of various forms of ICT, motivates students to study the educational material in more depth, increases cognitive interest, contributes to the identification, formation and development of subject motivation. The author's conclusion: the information and activity approach to the learning process, which is based on information and communication technologies of teaching, is an important direction of strengthening non-core general education courses, which is determined by its positive role in the formation of subject motivation
{"title":"Information-activity approach in the process of formation of motivation for studying non-core disciplines among university students","authors":"N. Biryukova","doi":"10.15862/25pdmn621","DOIUrl":"https://doi.org/10.15862/25pdmn621","url":null,"abstract":"The article deals with an information and activity approach to the process of teaching university students, which is considered as one of the ways to organize joint educational activities of a teacher and a student based on the widespread use of educational information and communication technologies (ICT) in order to form subject motivation. The role and place of information and communication technologies in the process of forming cognitive and professional motives of students in the process of contextual teaching in non-core disciplines is revealed, using the example of teaching mathematics in an agricultural university. The direction and influence of some forms of information and communication technologies on increasing the cognitive interest of students, cognitive activity and cognitive independence in the learning process are substantiated. The article is part of a study on the formation of motivation for studying non-core disciplines among university students by means of contextual learning. The paper presents the experience of using such forms of ICT as a web quest, video material, interactive training systems, video conferencing. These forms of ICT are aimed at updating the reflection of the existing motives and meanings of studying a non-core discipline, identifying a personal interpretation of the importance of the subject in practical and professional activities; development of cognitive and professional motives for learning; activation of independent creative activity of students aimed at studying a non-core subject. The analysis of the research results showed that the use of contextual teaching methods in the educational process, along with the use of various forms of ICT, motivates students to study the educational material in more depth, increases cognitive interest, contributes to the identification, formation and development of subject motivation. The author's conclusion: the information and activity approach to the learning process, which is based on information and communication technologies of teaching, is an important direction of strengthening non-core general education courses, which is determined by its positive role in the formation of subject motivation","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115005916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The beginning of the adolescence period is characterized by restructuring of the motivational sphere of the personality and changes in the social situation in education. During this difficult period, Physical Education lessons for adolescents often turn into a routine, motivation for them ceases to develop. The authors presented the results of the study of the fifth graders’ motivation to have Physical Education lessons, developed the tasks of forming motivation when moving from the first stage of study to the second one according to the gender principle, since gender determines both the pace of psychological development of schoolchildren and the orientation of motivation, which also develops under the influence of interests actively formed in this period. The authors showed that schoolchildren come to the basic general secondary school with a moderately positive force of motivation. Boys are at the emotional stage in the development of motivation, they have identified prerequisites for the formation of the constructive-active and spiritual-creative orientation of motivation. The motivational sphere of girls is characterized by the socio-emotional orientation, is in the state of restructuring, has some shortage of relevant motives, what makes some threat to polymotivation in the future, is defined by integration of knowledge, activity, socio-personal and personal motives in the significant zone. Common tasks in increasing motivation will be the formation of an idea of health and ways to preserve it, the formation of ideas of personal self-improvement, means of physical education for personal development. For boys, the current tasks will be the formation of the spiritual and creative orientation, carried out on the basis of revealing the links between theoretical ideas about health and practical development and implementation of individual health programs for a healthy lifestyle. For girls, expanding the field of relevant motives by transferring the motivational orientation from emotionally effective to socially effective or personality-effective on the basis of the differentiation of significant motives, training in socially prestigious ways of achieving recognition in a socially significant group through various types of health activities, focusing on individual psychological, morphofunctional and motor abilities. The authors proposed pedagogical means for solving these problems.
{"title":"Problems of maintaining high motivation of students to have Physical Education lessons at the stage of transition from primary general secondary school to basic general secondary school","authors":"D. Piskova, Maria Bogatikova","doi":"10.15862/25psmn521","DOIUrl":"https://doi.org/10.15862/25psmn521","url":null,"abstract":"The beginning of the adolescence period is characterized by restructuring of the motivational sphere of the personality and changes in the social situation in education. During this difficult period, Physical Education lessons for adolescents often turn into a routine, motivation for them ceases to develop. The authors presented the results of the study of the fifth graders’ motivation to have Physical Education lessons, developed the tasks of forming motivation when moving from the first stage of study to the second one according to the gender principle, since gender determines both the pace of psychological development of schoolchildren and the orientation of motivation, which also develops under the influence of interests actively formed in this period.\u0000The authors showed that schoolchildren come to the basic general secondary school with a moderately positive force of motivation. Boys are at the emotional stage in the development of motivation, they have identified prerequisites for the formation of the constructive-active and\u0000spiritual-creative orientation of motivation. The motivational sphere of girls is characterized by the socio-emotional orientation, is in the state of restructuring, has some shortage of relevant motives, what makes some threat to polymotivation in the future, is defined by integration of knowledge, activity, socio-personal and personal motives in the significant zone.\u0000Common tasks in increasing motivation will be the formation of an idea of health and ways to preserve it, the formation of ideas of personal self-improvement, means of physical education for personal development.\u0000For boys, the current tasks will be the formation of the spiritual and creative orientation, carried out on the basis of revealing the links between theoretical ideas about health and practical development and implementation of individual health programs for a healthy lifestyle.\u0000For girls, expanding the field of relevant motives by transferring the motivational orientation from emotionally effective to socially effective or personality-effective on the basis of the differentiation of significant motives, training in socially prestigious ways of achieving recognition in a socially significant group through various types of health activities, focusing on individual psychological, morphofunctional and motor abilities. The authors proposed pedagogical means for solving these problems.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116220236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article examines the influence of kindergarten education on primary school students' success in the students' parents' assessments. The research relevance is explained by the need to comprehend the family factor in the educational process at the early stages of personality development. The following issues are discussed: family ideas about primary school student educational success, the relationship between school choice and kindergarten attendance, parental involvement in kindergarten, and primary school education of children. In the study's empirical part, 40 informal interviews were conducted with informants whose children studied in public and private kindergartens. The author presents a parental assessments comparative analysis of kindergarten education effectiveness. When studying the interviews, Russian computer programs for processing unstructured texts were used. It was found that the majority of parents believe that kindergarten education has a positive impact on the child's school success in primary grades. Parents who have sent their children to a private kindergarten rate the education benefits they receive most highly. The main criteria for the primary school student's success in the family are the child's academic performance. Among other indicators of success, the interviewed parents named friendship with classmates, respect for the first teacher, work in study clubs, participation in an intellectual academic competition, and a child's good mood for attending classes. No connection was found between school choice and the preschool education type. The school choice is influenced by the parental involvement style in the child's education in the early educational socialization stages: mentoring or liberal. It turned out that families whose children attended a public kindergarten tended to be mentoring behavior, as opposed to a more liberal attitude towards the children education of parents who chose a private kindergarten. The prospect of the study is to expand the empirical base of the project and include in the sample informants who choose to homeschool their children.
{"title":"Kindergartens education influence on primary school students' educational success in the parent's assessments","authors":"Z. Proshkova","doi":"10.15862/22psmn521","DOIUrl":"https://doi.org/10.15862/22psmn521","url":null,"abstract":"The article examines the influence of kindergarten education on primary school students' success in the students' parents' assessments. The research relevance is explained by the need to comprehend the family factor in the educational process at the early stages of personality development. The following issues are discussed: family ideas about primary school student educational success, the relationship between school choice and kindergarten attendance, parental involvement in kindergarten, and primary school education of children.\u0000In the study's empirical part, 40 informal interviews were conducted with informants whose children studied in public and private kindergartens. The author presents a parental assessments comparative analysis of kindergarten education effectiveness. When studying the interviews, Russian computer programs for processing unstructured texts were used.\u0000It was found that the majority of parents believe that kindergarten education has a positive impact on the child's school success in primary grades. Parents who have sent their children to a private kindergarten rate the education benefits they receive most highly. The main criteria for the primary school student's success in the family are the child's academic performance. Among other indicators of success, the interviewed parents named friendship with classmates, respect for the first teacher, work in study clubs, participation in an intellectual academic competition, and a child's good mood for attending classes. No connection was found between school choice and the preschool education type. The school choice is influenced by the parental involvement style in the child's education in the early educational socialization stages: mentoring or liberal. It turned out that families whose children attended a public kindergarten tended to be mentoring behavior, as opposed to a more liberal attitude towards the children education of parents who chose a private kindergarten.\u0000The prospect of the study is to expand the empirical base of the project and include in the sample informants who choose to homeschool their children.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116999427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article considers the typology of forms of envy, its functions, analyzes the ratio of types of envy with different types of protective and coping behavior in students of different training profiles. The study involved 50 students from 19 to 22 years old studying in different specialties of the university. Student age is a period of development of mature mechanisms of protection, constructive coping and envy as a personality trait. The authors started from the assumption that different types of envy are related to different types of protective and coping behavior and their difference among students of different learning profiles. The results of the study prove there is a relationship and interdependence of types of envy with strategies of coping and psychological protection. It was revealed — there is a close relationship between types of envy and coping strategies. It is established that different types of envy are characteristic of students of different profiles of study. Envy-dislike is more pronounced in students of a technical orientation, envy-despondency is the dominant type of envy in humanitarian students. It is proved that avisity-dislike has a positive close relationship with maladaptive confrontational coping in humanitarian students. Planning a solution to the problem and positive reassessment are interdependent and interrelated with envy-hostility among students-technical profile of training. Substitution and hypercompensation are positively interrelated with envy-hostility among humanitarians. Students of the technical profile of education revealed an inverse relationship of envy-despondency with projection and a direct connection with displacement. Envy-dislike is interrelated and interdependent with rationalization. The author plans to associate further research with the development of diagnostic tools and measures to prevent and correct feelings of envy.
{"title":"The relationship of protective and coping behavior with the manifestation of envy in students of different profiles of training","authors":"E. Goncharova, Y. Boeva","doi":"10.15862/09psmn521","DOIUrl":"https://doi.org/10.15862/09psmn521","url":null,"abstract":"The article considers the typology of forms of envy, its functions, analyzes the ratio of types of envy with different types of protective and coping behavior in students of different training profiles.\u0000The study involved 50 students from 19 to 22 years old studying in different specialties of the university. Student age is a period of development of mature mechanisms of protection, constructive coping and envy as a personality trait. The authors started from the assumption that different types of envy are related to different types of protective and coping behavior and their difference among students of different learning profiles. The results of the study prove there is a relationship and interdependence of types of envy with strategies of coping and psychological protection. It was revealed — there is a close relationship between types of envy and coping strategies. It is established that different types of envy are characteristic of students of different profiles of study. Envy-dislike is more pronounced in students of a technical orientation, envy-despondency is the dominant type of envy in humanitarian students. It is proved that avisity-dislike has a positive close relationship with maladaptive confrontational coping in humanitarian students. Planning a solution to the problem and positive reassessment are interdependent and interrelated with envy-hostility among students-technical profile of training. Substitution and hypercompensation are positively interrelated with envy-hostility among humanitarians. Students of the technical profile of education revealed an inverse relationship of envy-despondency with projection and a direct connection with displacement. Envy-dislike is interrelated and interdependent with rationalization.\u0000The author plans to associate further research with the development of diagnostic tools and measures to prevent and correct feelings of envy.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"03 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124442390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital transformation is inevitable, regardless of the personal attitude of people to this issue. Researchers distinguish between organizational transformation using digital technologies (identity enhancement) and digital transformation (creating a new identity). In other words, digital technologies can become a tool for non-systemic transformations of existing structures, but thanks to understanding their nature, one can find ourselves in a situation of evolution of the structures themselves and, accordingly, the daily life of a person and social practices. The article proposes the concept of the digital ecosystem of the university as an instrument of digital transformation, which contributes to the development of the digital transformation methodology and can be used as the basis for the digital maturity index of the university and the development of a calculation formula. The research findings may be of interest to policymakers in charge of digital transformation policy at universities. The article reveals that in scientific periodicals the term "ecosystem" is interpreted in three semantic clusters: business ecosystem; innovative ecosystems; digital ecosystems. In this study, the concept of an ecosystem is interpreted in the context of digital transformation in relation to the digital environment of the university. The digital ecosystem is an instrumental concept, i.e. a means of digital transformation that reconstructs the environment and identity of the university. The digital ecosystem as a means of digital transformation, formulated by the author of the article, structurally contains the following elements: digital environment, which includes information and technical infrastructure; interaction participants (stakeholders); system of connections between participants; involvement of participants; the functions of the university reflected in the figure; idea and values, including regarding digital technologies; digital productivity and adequacy (implementation of digital solutions used by participants to maintain the ecosystem). A digital university is not only about having a network architecture or a digitally packaged educational product. It is also about the participants, their engagement, values and digital productivity. It should be borne in mind that if digital data is a raw material for the digital economy, then digital productivity becomes an important element of human digital activity.
{"title":"Digital ecosystem as an instrument of digital transformation of the university","authors":"E. Neborsky","doi":"10.15862/02pdmn421","DOIUrl":"https://doi.org/10.15862/02pdmn421","url":null,"abstract":"Digital transformation is inevitable, regardless of the personal attitude of people to this issue. Researchers distinguish between organizational transformation using digital technologies (identity enhancement) and digital transformation (creating a new identity). In other words, digital technologies can become a tool for non-systemic transformations of existing structures, but thanks to understanding their nature, one can find ourselves in a situation of evolution of the structures themselves and, accordingly, the daily life of a person and social practices. The article proposes the concept of the digital ecosystem of the university as an instrument of digital transformation, which contributes to the development of the digital transformation methodology and can be used as the basis for the digital maturity index of the university and the development of a calculation formula. The research findings may be of interest to policymakers in charge of digital transformation policy at universities. The article reveals that in scientific periodicals the term \"ecosystem\" is interpreted in three semantic clusters: business ecosystem; innovative ecosystems; digital ecosystems. In this study, the concept of an ecosystem is interpreted in the context of digital transformation in relation to the digital environment of the university. The digital ecosystem is an instrumental concept, i.e. a means of digital transformation that reconstructs the environment and identity of the university. The digital ecosystem as a means of digital transformation, formulated by the author of the article, structurally contains the following elements: digital environment, which includes information and technical infrastructure; interaction participants (stakeholders); system of connections between participants; involvement of participants; the functions of the university reflected in the figure; idea and values, including regarding digital technologies; digital productivity and adequacy (implementation of digital solutions used by participants to maintain the ecosystem). A digital university is not only about having a network architecture or a digitally packaged educational product. It is also about the participants, their engagement, values and digital productivity. It should be borne in mind that if digital data is a raw material for the digital economy, then digital productivity becomes an important element of human digital activity.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"569 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124539250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The relevance of the study is due to the processes of reforming the structure and content of higher education in the world, the transformation of the domestic system of professional training, focused on achieving high indicators in the professional career of university graduates. The article presents the experience of using electronic scientific and methodological support for the practical training of students at the university. The need for scientific and methodological development of issues of electronic support for the practical experience of students, the study of forms, content, mechanisms for the implementation of digital and electronic learning technologies, as well as assessing the quality of electronic channels for obtaining information, actualizes the problem of this study. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for the training of a future teacher in terms of industrial practice. The scientific novelty of the research lies in the development of the content and mechanisms for the implementation of scientific and methodological electronic support for the practical training of future teachers on the example of organizing practical training for bachelors of psychological and pedagogical education. The theoretical significance of the study lies in the fact that its results contribute to the expansion of scientific ideas about the process of practical training of a future teacher, taking into account the informatization of modern education. The study of the difficulties encountered by students in the course of distance online learning reveals contradictions of both objective and subjective nature. The resolution of contradictions is possible when organizing independent work of students in practice by means of electronic support for the experience of professional activity, aimed at enriching the spectrum of obtaining a posteriori knowledge. The article offers options for the use of distance technologies in a university, stages, forms and methods of interaction between participants in the educational process. The result of the research and the subject of discussion is the substantiation of the ways to implement the a posteriori component of the industrial practice program as a form of blended learning, which provides a seamless combination of the possibilities of traditional work and electronic support of students' practical activities. The reference point for an independent search for answers when performing practical tasks, their reflective analysis and theoretical interpretation in the course of solving pedagogical problems is provided by means of an electronic educational environment and a study developed by the authors scientific and methodological support for the practical training of future teachers. The article is addressed to teachers, researchers, heads of educational organizations interested in improving teache
{"title":"Scientific and methodological support practical training future teachers in the process of production practices","authors":"I. Gruzdova, Tatyana Еmelyanova, A. Oshkina","doi":"10.15862/07pdmn421","DOIUrl":"https://doi.org/10.15862/07pdmn421","url":null,"abstract":"The relevance of the study is due to the processes of reforming the structure and content of higher education in the world, the transformation of the domestic system of professional training, focused on achieving high indicators in the professional career of university graduates. The article presents the experience of using electronic scientific and methodological support for the practical training of students at the university. The need for scientific and methodological development of issues of electronic support for the practical experience of students, the study of forms, content, mechanisms for the implementation of digital and electronic learning technologies, as well as assessing the quality of electronic channels for obtaining information, actualizes the problem of this study. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for the training of a future teacher in terms of industrial practice.\u0000The scientific novelty of the research lies in the development of the content and mechanisms for the implementation of scientific and methodological electronic support for the practical training of future teachers on the example of organizing practical training for bachelors of psychological and pedagogical education. The theoretical significance of the study lies in the fact that its results contribute to the expansion of scientific ideas about the process of practical training of a future teacher, taking into account the informatization of modern education.\u0000The study of the difficulties encountered by students in the course of distance online learning reveals contradictions of both objective and subjective nature. The resolution of contradictions is possible when organizing independent work of students in practice by means of electronic support for the experience of professional activity, aimed at enriching the spectrum of obtaining a posteriori knowledge. The article offers options for the use of distance technologies in a university, stages, forms and methods of interaction between participants in the educational process. The result of the research and the subject of discussion is the substantiation of the ways to implement the a posteriori component of the industrial practice program as a form of blended learning, which provides a seamless combination of the possibilities of traditional work and electronic support of students' practical activities. The reference point for an independent search for answers when performing practical tasks, their reflective analysis and theoretical interpretation in the course of solving pedagogical problems is provided by means of an electronic educational environment and a study developed by the authors scientific and methodological support for the practical training of future teachers. The article is addressed to teachers, researchers, heads of educational organizations interested in improving teache","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121983959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The questions of the principles of teaching, the choice of effective methods and techniques of textual activity, as well as a deep understanding of the nature of communication do not lose their relevance and determine the content of the study of variable and mandatory academic disciplines. It is obvious that continuity between the stages of education, integration horizontally and vertically (in sync with the current transformations and the diachrony of historical experience), are necessary for effective learning. In this regard, the purpose of this article is to analyze the ways of representing text material, modern means of structuring information. Special attention is paid to the methods of taking notes of the read and listened text and methods of explaining new material using graphs and grammatical constructions, which are effective in the conditions of digital communication. The hypothesis of the study: organized communication in synchronous, asynchronous, including voice format will be more effective if you use secondary texts (summaries) and visual aids (graphs) to identify the semantic framework of the text and understand the content of the primary source. The article proposed by the author reflects the works of N. I. Zhinkin, I. A. Zimnaya, A. A. Leontiev, A. I. Novikov, V. P. Pavlova, I. V. Usacheva. As a result of the research, the author defines the principles of teaching information processing of the text. It is proved that semantic reading and listening of the educational text using the methods of text formalization contribute to the development of language skills (phonetic, lexical, grammatical), general academic listening and reading skills (analytical, periphrastic, prognostic and compensatory). The research conducted within the framework of this article allows us to conclude that the interdisciplinary orientation of text analysis is largely due to the transition of the educational process to digital forms of communication.
教学原则、文本活动的有效方法和技巧的选择以及对交际本质的深刻理解等问题并没有失去相关性，并决定了可变和强制性学科研究的内容。很明显，教育阶段之间的连续性，横向和纵向的整合(与当前的变革和历史经验的历时性同步)是有效学习的必要条件。在这方面，本文的目的是分析文本材料的表现方式，现代信息结构的手段。特别注意在数字通信条件下有效的对所读和所听文本做笔记的方法，以及用图表和语法结构解释新材料的方法。本研究的假设是:如果你使用辅助文本(摘要)和视觉辅助工具(图表)来识别文本的语义框架并理解主要来源的内容，那么同步、异步、包括语音格式的有组织的交流将会更有效。本文反映了N. I. Zhinkin、I. A. Zimnaya、A. A. Leontiev、A. I. Novikov、V. P. Pavlova、I. V. Usacheva的作品。在研究的基础上，明确了文本教学信息处理的原则。事实证明，使用文本形式化方法对教育文本进行语义阅读和听力有助于语言技能(语音、词汇、语法)和一般学术听力和阅读技能(分析性、迂回性、预测性和补偿性)的发展。在本文框架内进行的研究使我们得出结论，文本分析的跨学科取向在很大程度上是由于教育过程向数字传播形式的过渡。
{"title":"Formalization of the semantic structure of the text in the conditions of digital communication","authors":"O. Baranova","doi":"10.15862/22pdmn421","DOIUrl":"https://doi.org/10.15862/22pdmn421","url":null,"abstract":"The questions of the principles of teaching, the choice of effective methods and techniques of textual activity, as well as a deep understanding of the nature of communication do not lose their relevance and determine the content of the study of variable and mandatory academic disciplines. It is obvious that continuity between the stages of education, integration horizontally and vertically (in sync with the current transformations and the diachrony of historical experience), are necessary for effective learning. In this regard, the purpose of this article is to analyze the ways of representing text material, modern means of structuring information. Special attention is paid to the methods of taking notes of the read and listened text and methods of explaining new material using graphs and grammatical constructions, which are effective in the conditions of digital communication.\u0000The hypothesis of the study: organized communication in synchronous, asynchronous, including voice format will be more effective if you use secondary texts (summaries) and visual aids (graphs) to identify the semantic framework of the text and understand the content of the primary source.\u0000The article proposed by the author reflects the works of N. I. Zhinkin, I. A. Zimnaya, A. A. Leontiev, A. I. Novikov, V. P. Pavlova, I. V. Usacheva. As a result of the research, the author defines the principles of teaching information processing of the text. It is proved that semantic reading and listening of the educational text using the methods of text formalization contribute to the development of language skills (phonetic, lexical, grammatical), general academic listening and reading skills (analytical, periphrastic, prognostic and compensatory). The research conducted within the framework of this article allows us to conclude that the interdisciplinary orientation of text analysis is largely due to the transition of the educational process to digital forms of communication.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133881516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, the development of collective joint activity as a factor of group effectiveness is relevant. Preschool age is characterized by intensive personal development, which, according to many researchers, fully occurs only in a team. Adequate organization of joint activities in preschool age encourages the child to rapid socialization and develops group self-efficacy. It is important that children have an idea of their group as a whole. This subjective factor of activity effectiveness is formed in the experience of successful implementation of joint activities, in the favorable psychological climate of the children's collective. The article presents a model of a formative experiment aimed at creating conditions for the formation of self-efficacy of a group at preschool age. The author presents in detail the methodological block within the framework of the ascertaining and forming part of the dissertation research aimed at identifying objective and subjective factors affecting the effectiveness of joint activities. The article also presents the results of the formative experiment of the included observation of the joint activities of children. The author describes in detail the content of formative classes aimed at developing group self-efficacy in a children's team. The results of observation of changes in the joint activity of preschoolers before and after the formative experiment are a statement of the fact of the relationship between group self-efficacy and its effectiveness. A comparative analysis of the formative experiment showed that children from the experimental group became more active in joint activities. More than 50% of the children of the control group remained indifferent to group activities. The author reveals the relationship between the formed idea of the group as a whole and the effectiveness of joint activities among preschoolers. In conclusion, the author points out that the insufficient development of the study leaves a prospect for further study of the process of forming preschool children's ideas about the positive result of joint activity, as the main indicator of the self-effectiveness of a group of preschoolers.
{"title":"Formation of group self-efficacy in the conditions of joint activity in preschool children","authors":"Ksenia V. Avdeeva","doi":"10.15862/50psmn421","DOIUrl":"https://doi.org/10.15862/50psmn421","url":null,"abstract":"Currently, the development of collective joint activity as a factor of group effectiveness is relevant. Preschool age is characterized by intensive personal development, which, according to many researchers, fully occurs only in a team. Adequate organization of joint activities in preschool age encourages the child to rapid socialization and develops group self-efficacy. It is important that children have an idea of their group as a whole. This subjective factor of activity effectiveness is formed in the experience of successful implementation of joint activities, in the favorable psychological climate of the children's collective. The article presents a model of a formative experiment aimed at creating conditions for the formation of self-efficacy of a group at preschool age. The author presents in detail the methodological block within the framework of the ascertaining and forming part of the dissertation research aimed at identifying objective and subjective factors affecting the effectiveness of joint activities. The article also presents the results of the formative experiment of the included observation of the joint activities of children. The author describes in detail the content of formative classes aimed at developing group self-efficacy in a children's team. The results of observation of changes in the joint activity of preschoolers before and after the formative experiment are a statement of the fact of the relationship between group self-efficacy and its effectiveness. A comparative analysis of the formative experiment showed that children from the experimental group became more active in joint activities. More than 50% of the children of the control group remained indifferent to group activities. The author reveals the relationship between the formed idea of the group as a whole and the effectiveness of joint activities among preschoolers. In conclusion, the author points out that the insufficient development of the study leaves a prospect for further study of the process of forming preschool children's ideas about the positive result of joint activity, as the main indicator of the self-effectiveness of a group of preschoolers.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128849653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is devoted to studying the opportunities of interactive technologies for enhancing the self-actualization of non-linguistic students studying a foreign language, exemplified by the method «business game». Interactive technologies form the learning environment where a student acts as a subject of multidirectional interaction «student — teacher» / «student — student». They contribute to forming the deliberate student’s competency and to taking the full advantage of their creative and mental potentials. Business game is intended to improve the skills of foreign language communication, to develop the social competency, to raise the proficiency in the foreign language not only as a subject of study but also as a mean of professional communication. There are the main aspects of business game which form the mechanism of enhancing the self-actualization of non-linguistic students studying a foreign language: individual constituent, collective constituent, feedback, emotional background. Individual constituent is internal conditions, collective constituent is external stimulating conditions. The author demonstrates how the role ranking in business game helps activate the cognitive interest of students and their readiness to search for the creative non-typical solutions of problematic situations. Business game mobilizes the mechanisms of students’ interpersonal perception — identification and empathy. Feedback makes cognitive, communicative and personal-conceptual aspects of study more active, actualizes the personal and group forms of reflexion. The emotional constituent of business game is the emotional atmosphere which by means of positive emotional experiences can contribute to enhancing the motivation for learning-creative activities and cognitive interest, to developing students’ needs for personal growth and self-fulfilment. Business game is a powerful motivational resource for enhancing the self-actualization of students studying a foreign language.
{"title":"The opportunities of interactive technologies for enhancing the self-actualization of non-linguistic students studying a foreign language (exemplified by business game)","authors":"J. Baklagova","doi":"10.15862/16pdmn421","DOIUrl":"https://doi.org/10.15862/16pdmn421","url":null,"abstract":"The article is devoted to studying the opportunities of interactive technologies for enhancing the self-actualization of non-linguistic students studying a foreign language, exemplified by the method «business game». Interactive technologies form the learning environment where a student acts as a subject of multidirectional interaction «student — teacher» / «student — student». They contribute to forming the deliberate student’s competency and to taking the full advantage of their creative and mental potentials. Business game is intended to improve the skills of foreign language communication, to develop the social competency, to raise the proficiency in the foreign language not only as a subject of study but also as a mean of professional communication. There are the main aspects of business game which form the mechanism of enhancing the self-actualization of non-linguistic students studying a foreign language: individual constituent, collective constituent, feedback, emotional background. Individual constituent is internal conditions, collective constituent is external stimulating conditions. The author demonstrates how the role ranking in business game helps activate the cognitive interest of students and their readiness to search for the creative non-typical solutions of problematic situations. Business game mobilizes the mechanisms of students’ interpersonal perception — identification and empathy. Feedback makes cognitive, communicative and personal-conceptual aspects of study more active, actualizes the personal and group forms of reflexion. The emotional constituent of business game is the emotional atmosphere which by means of positive emotional experiences can contribute to enhancing the motivation for learning-creative activities and cognitive interest, to developing students’ needs for personal growth and self-fulfilment. Business game is a powerful motivational resource for enhancing the self-actualization of students studying a foreign language.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124979304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the results of a study on the predominant emotional components in adolescent girls with eating disorders, which manifested itself in the form of anorexia nervosa. In connection with the growing popularization of stereotypical body parameters and the relevance of healthy eating in modern life among adolescent girls, there is an increase in the trend towards various eating disorders. The main predominant groups subject to such deviations are precisely adolescent girls and adolescent girls. Identifying the initial emotional manifestations caused by anorexia nervosa is essential for planning preventive school programs. The research used such methods as observation, oral questioning (conversation) and "Cognitive-emotive test" Yu.M. Orlova, N.D. Tvorogova. The analysis of the data obtained made it possible to identify the predominant components of emotional disorders, namely the mechanisms of psychological defense, which are probably worth paying attention to psychologists for more competent work. The mechanisms of psychological defense turned out to be: aggression against oneself and protection from shame. The neglect of such a serious problem by school psychological services can only exacerbate the growth of these disorders. An approximate plan of preventive measures was developed, consisting of the main types of necessary work, namely: diagnostics, education, prevention, group sessions and individual assistance aimed at this category of adolescent girls and all participants in the general educational process. When developing this plan, recommendations were given for its implementation. Also, with individual work, it is worth paying special attention to the correction of emotional disorders.
{"title":"Prevailing emotional components in adolescent girls with eating disorders","authors":"L. Bogateeva","doi":"10.15862/13psmn421","DOIUrl":"https://doi.org/10.15862/13psmn421","url":null,"abstract":"The article presents the results of a study on the predominant emotional components in adolescent girls with eating disorders, which manifested itself in the form of anorexia nervosa. In connection with the growing popularization of stereotypical body parameters and the relevance of healthy eating in modern life among adolescent girls, there is an increase in the trend towards various eating disorders. The main predominant groups subject to such deviations are precisely adolescent girls and adolescent girls. Identifying the initial emotional manifestations caused by anorexia nervosa is essential for planning preventive school programs. The research used such methods as observation, oral questioning (conversation) and \"Cognitive-emotive test\" Yu.M. Orlova, N.D. Tvorogova. The analysis of the data obtained made it possible to identify the predominant components of emotional disorders, namely the mechanisms of psychological defense, which are probably worth paying attention to psychologists for more competent work. The mechanisms of psychological defense turned out to be: aggression against oneself and protection from shame. The neglect of such a serious problem by school psychological services can only exacerbate the growth of these disorders. An approximate plan of preventive measures was developed, consisting of the main types of necessary work, namely: diagnostics, education, prevention, group sessions and individual assistance aimed at this category of adolescent girls and all participants in the general educational process. When developing this plan, recommendations were given for its implementation. Also, with individual work, it is worth paying special attention to the correction of emotional disorders.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121696912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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