The article reveals the problem of introducing a technological approach into any transformational activity, including professional. Within the framework of solving the research problems, the inclusion in the goal-setting system of the formation of various thinking skills in the learning process is considered. The scientific work reflects fundamental research on the following problems: personal developmental learning (A.V. Petrovsky, V.V. Serikov); the influence of motivation on the effectiveness of educational activities (A.A. Leontiev, O.K. Tikhomirov, J. Usher, A.P. Preobrazhensky, O.N. Choporov). The authors also analyzed a number of scientific works on the problem of applying cognitive learning technology and methods of forming student motivation for successfully solving professional problems in his future professional activity. Within the framework of the article, provisions were proposed for the design of personal developmental training in the course of building the educational process. The authors pay special attention to the use of methods of cognitive instruction technology of transformative activity carried out by means of ICT to focus on the effective assimilation of knowledge and skills. In the conditions of personal developmental education, these methods are subject to the requirements listed in the article. The presented material shows that for active, motivated work of students, it is necessary to purposefully form and develop the motives of their activities in the educational process through the methods of cognitive instruction technology.
{"title":"The technology of cognitive instruction in the process of designing personality-developing education at a university","authors":"M. Kobyakova, A. Katkova","doi":"10.15862/48pdmn520","DOIUrl":"https://doi.org/10.15862/48pdmn520","url":null,"abstract":"The article reveals the problem of introducing a technological approach into any transformational activity, including professional. Within the framework of solving the research problems, the inclusion in the goal-setting system of the formation of various thinking skills in the learning process is considered. The scientific work reflects fundamental research on the following problems: personal developmental learning (A.V. Petrovsky, V.V. Serikov); the influence of motivation on the effectiveness of educational activities (A.A. Leontiev, O.K. Tikhomirov, J. Usher, A.P. Preobrazhensky, O.N. Choporov). The authors also analyzed a number of scientific works on the problem of applying cognitive learning technology and methods of forming student motivation for successfully solving professional problems in his future professional activity.\u0000Within the framework of the article, provisions were proposed for the design of personal developmental training in the course of building the educational process. The authors pay special attention to the use of methods of cognitive instruction technology of transformative activity carried out by means of ICT to focus on the effective assimilation of knowledge and skills. In the conditions of personal developmental education, these methods are subject to the requirements listed in the article. The presented material shows that for active, motivated work of students, it is necessary to purposefully form and develop the motives of their activities in the educational process through the methods of cognitive instruction technology.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129754886","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 this article lies in the consideration of agrarian dynasties as a social and professional resource for strengthening the agrarian sector of the economy, as one of the aspects of solving the problem of professional self-determination of rural youth and raising the prestige of agrarian professions. The article is analytical in nature. In the post-Soviet years, there was a tendency to reduce the dynasty of families, although professional continuity is a necessary foundation for the development of the country's economy. The development of knowledge-intensive technologies, the creation of a new generation of technology, a decrease in the share of physical labor does not solve the issue of personnel shortages in the countryside. Not every young man, even a native of the village, is ready to devote his life to the agrarian profession. Therefore, the task of preserving and increasing agrarian dynasties remains urgent. The article delimits the concepts of an agrarian professional dynasty and an agrarian family dynasty. The task contributes to solving several problems: fixing personnel in the countryside; development of agricultural production, introduction of knowledge-intensive technologies; rural development; raising the prestige of agrarian professions among young people. The growth of the number of professional dynasties in our country is influenced by family ties. The problem of preserving agrarian dynasties and professional self-determination of rural youth is being studied at the State Agrarian University of the Northern Trans-Urals (Tyumen). At the university, students with "village" roots are approximately 64 %. According to the analysis of research among university students, the family remains the greatest value for the younger generation of the village, and the number of students who decided to continue the family dynasty remains stably small at the level of 14 %, but, given the negative attitude towards rural labor in the post-Soviet period, this is a good indicator. The results of the survey on professional agrarian dynasties are well correlated with the survey of students about their return after graduation to live and work in the village. There are 14–18 % of such in different years. Respondents cite various reasons for reluctance to return to their small homeland – low incomes in rural areas, social problems, underdeveloped infrastructure, etc. The author believes that the real reason for this problem is much deeper – in dislike of his native land and rural labor, in interruption of mental and historical memory and disregard for family native peasant traditions. The problem of continuing agrarian dynasties is not so much the problem of individual parents or the youngest person, but of society as a whole. Conclusion: support for agrarian dynasties contributes to the return of young people to the village, raises the prestige of agricultural professions, helps to qualitatively solve the personnel issue and the issue of rural
{"title":"Agrarian dynasties as a social and professional resource","authors":"S. Kulikova","doi":"10.15862/86pdmn520","DOIUrl":"https://doi.org/10.15862/86pdmn520","url":null,"abstract":"The relevance of this article lies in the consideration of agrarian dynasties as a social and professional resource for strengthening the agrarian sector of the economy, as one of the aspects of solving the problem of professional self-determination of rural youth and raising the prestige of agrarian professions. The article is analytical in nature. In the post-Soviet years, there was a tendency to reduce the dynasty of families, although professional continuity is a necessary foundation for the development of the country's economy. The development of knowledge-intensive technologies, the creation of a new generation of technology, a decrease in the share of physical labor does not solve the issue of personnel shortages in the countryside. Not every young man, even a native of the village, is ready to devote his life to the agrarian profession. Therefore, the task of preserving and increasing agrarian dynasties remains urgent. The article delimits the concepts of an agrarian professional dynasty and an agrarian family dynasty. The task contributes to solving several problems: fixing personnel in the countryside; development of agricultural production, introduction of knowledge-intensive technologies; rural development; raising the prestige of agrarian professions among young people. The growth of the number of professional dynasties in our country is influenced by family ties. The problem of preserving agrarian dynasties and professional self-determination of rural youth is being studied at the State Agrarian University of the Northern Trans-Urals (Tyumen). At the university, students with \"village\" roots are approximately 64 %. According to the analysis of research among university students, the family remains the greatest value for the younger generation of the village, and the number of students who decided to continue the family dynasty remains stably small at the level of 14 %, but, given the negative attitude towards rural labor in the post-Soviet period, this is a good indicator. The results of the survey on professional agrarian dynasties are well correlated with the survey of students about their return after graduation to live and work in the village. There are 14–18 % of such in different years. Respondents cite various reasons for reluctance to return to their small homeland – low incomes in rural areas, social problems, underdeveloped infrastructure, etc. The author believes that the real reason for this problem is much deeper – in dislike of his native land and rural labor, in interruption of mental and historical memory and disregard for family native peasant traditions. The problem of continuing agrarian dynasties is not so much the problem of individual parents or the youngest person, but of society as a whole. Conclusion: support for agrarian dynasties contributes to the return of young people to the village, raises the prestige of agricultural professions, helps to qualitatively solve the personnel issue and the issue of rural ","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131130895","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}
In this article, the authors analyze and summarize the scientific approaches of foreign and domestic researchers on the problem of studying psychological safety. The need for security is an urgent need for a modern personality, a factor, a basic component that ensures the harmonious mental and physical development of a growing person. This problem acquires particular urgency during the period of the initial formation of the child’s personality, in connection with a change in the social situation of development, increased mental tension, and the appearance of direct threats to the child’s personal health. The authors of the article analyzed scientific approaches to such definitions as “security”, “psychological security”, “psychological health” in the writings of Western European philosophers of the 17th-18th centuries, German classical philosophy of the 19th century (T. Hobbes, D. Locke, J.J. Russo, B. Spinoza, I. Kant, G. Hegel, L. Feuerbach and others), in studies of representatives of psychoanalytic, behaviorist and humanistic theory. Of particular interest are the studies of modern domestic and foreign scientists, revealing the concept of "psychological safety" at the macrosocial, mesosocial, microsocial levels, the conditions of psychological safety of adolescents; the formation of psychological immunity as an important component that ensures a healthy mental state of a person in a situation of stress. Based on the analysis of philosophical, sociological psychological and pedagogical literature, the authors identified a number of unresolved issues in the study of psychological safety: the influence of the psychological parameters of the educational environment on the mental state of children, the study of the mechanisms of psychological safety, the development of psychological technologies for the work of a teacher-psychologist with the educational environment, etc. The results of the study will contribute to improving the efficiency and improving the modern system of psychological safety of the individual.
本文对国内外学者关于心理安全研究问题的科学方法进行了分析和总结。对安全的需要是现代人格的迫切需要，是确保一个成长中的人身心和谐发展的一个因素，一个基本组成部分。在儿童个性初步形成期间，由于社会发展状况的变化、精神紧张程度的增加以及对儿童个人健康的直接威胁的出现，这一问题显得尤为紧迫。本文的作者分析了17 -18世纪西欧哲学家、19世纪德国古典哲学(霍布斯、洛克、罗克尔)著作中对“安全”、“心理安全”、“心理健康”等定义的科学方法Russo, B. Spinoza, I. Kant, G.黑格尔，L. Feuerbach和其他人)，在精神分析，行为主义和人文主义理论的代表研究中。特别感兴趣的是现代国内外科学家的研究，揭示了“心理安全”的概念在宏观社会、中社会、微观社会层面，青少年心理安全的条件;心理免疫力的形成是保证人在压力情况下保持健康精神状态的重要组成部分。基于对哲学、社会学心理学和教育学文献的分析，作者指出了心理安全研究中一些尚未解决的问题:教育环境的心理参数对儿童心理状态的影响、心理安全机制的研究、心理教师与教育环境工作的心理技术的发展等。研究结果将有助于提高个体心理安全的效率和完善现代体系。
{"title":"Scientific approaches to the study of psychological safety in domestic and foreign research","authors":"S. Gamova, T. Krasova, Z. Chuikova","doi":"10.15862/30pdmn420","DOIUrl":"https://doi.org/10.15862/30pdmn420","url":null,"abstract":"In this article, the authors analyze and summarize the scientific approaches of foreign and domestic researchers on the problem of studying psychological safety. The need for security is an urgent need for a modern personality, a factor, a basic component that ensures the harmonious mental and physical development of a growing person. This problem acquires particular urgency during the period of the initial formation of the child’s personality, in connection with a change in the social situation of development, increased mental tension, and the appearance of direct threats to the child’s personal health.\u0000The authors of the article analyzed scientific approaches to such definitions as “security”, “psychological security”, “psychological health” in the writings of Western European philosophers of the 17th-18th centuries, German classical philosophy of the 19th century (T. Hobbes, D. Locke,\u0000J.J. Russo, B. Spinoza, I. Kant, G. Hegel, L. Feuerbach and others), in studies of representatives of psychoanalytic, behaviorist and humanistic theory. Of particular interest are the studies of modern domestic and foreign scientists, revealing the concept of \"psychological safety\" at the macrosocial, mesosocial, microsocial levels, the conditions of psychological safety of adolescents; the formation of psychological immunity as an important component that ensures a healthy mental state of a person in a situation of stress.\u0000Based on the analysis of philosophical, sociological psychological and pedagogical literature, the authors identified a number of unresolved issues in the study of psychological safety: the influence of the psychological parameters of the educational environment on the mental state of children, the study of the mechanisms of psychological safety, the development of psychological technologies for the work of a teacher-psychologist with the educational environment, etc.\u0000The results of the study will contribute to improving the efficiency and improving the modern system of psychological safety of the individual.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114581662","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}
This paper presents the structure and descriptive content attitude peculiarities health behavior among 1st, 3rd, and 6th-year med students. With the use of the complex questionary "Health behavior" by R.А. Berezovskaya as well as the empirical data interpretation and mathematical-statistical processing hypothesis about structural substantive differences of an interrogated phenomenon among med students of various study years were confirmed. But the assumption about the leading part in the structure of the axiological-motivational component relationship was confounded. This component plays a bonding part between knowledge and personality health behavior. For each study year, specific health behavior features are determined by the formula: I know – I don’t worry. I know – I do (for 1st study year); I know – I worry – I do (for 3rd study year); I know – I don't worry. I know – I do. I worry – I don’t do (for 6th study year). The axiological-motivational component has an indirect effect on the health behavior structure through other components separate block-questions: 1st year – cognitive and behavioral; 3rd – cognitive and emotional; 6th – emotional and behavioral. The substantive components' content of health behavior is observed for 1st-year students with the life experience taken to account, for 3rd-year students – by the gradual life knowledge and behavior modes displacement with acquired special knowledge and skills, for 6th-year students – by the general "professionalization" of health behavior and reliance on the competencies formed in the learning process in the core doctor assets. The general structure of health behavior for all med students has a pronounced “knowledgeable” nature with the leading part of the cognitive component in combination with positive emotions and individual actions of self-preserving behavior. The axiological-motivational component in the general structure of the attitude, presented in isolation from the available knowledge, experienced feelings, and executed behavior, confirms the conclusions in the scientific literature that for young people health and a healthy lifestyle is a possibility rather than a desirable model of behavior in which the value of health is actively declared by all, but is realized only by a small part of students.
{"title":"Med students of various study years structural substantive peculiarities of health behavior","authors":"M. Chizhkova","doi":"10.15862/08psmn420","DOIUrl":"https://doi.org/10.15862/08psmn420","url":null,"abstract":"This paper presents the structure and descriptive content attitude peculiarities health behavior among 1st, 3rd, and 6th-year med students. With the use of the complex questionary \"Health behavior\" by R.А. Berezovskaya as well as the empirical data interpretation and mathematical-statistical processing hypothesis about structural substantive differences of an interrogated phenomenon among med students of various study years were confirmed. But the assumption about the leading part in the structure of the axiological-motivational component relationship was confounded. This component plays a bonding part between knowledge and personality health behavior. For each study year, specific health behavior features are determined by the formula: I know – I don’t worry. I know – I do (for 1st study year); I know – I worry – I do (for 3rd study year); I know – I don't worry. I know – I do. I worry – I don’t do (for 6th study year). The axiological-motivational component has an indirect effect on the health behavior structure through other components separate block-questions: 1st year – cognitive and behavioral; 3rd – cognitive and emotional; 6th – emotional and behavioral. The substantive components' content of health behavior is observed for 1st-year students with the life experience taken to account, for 3rd-year students – by the gradual life knowledge and behavior modes displacement with acquired special knowledge and skills, for 6th-year students – by the general \"professionalization\" of health behavior and reliance on the competencies formed in the learning process in the core doctor assets. The general structure of health behavior for all med students has a pronounced “knowledgeable” nature with the leading part of the cognitive component in combination with positive emotions and individual actions of self-preserving behavior. The axiological-motivational component in the general structure of the attitude, presented in isolation from the available knowledge, experienced feelings, and executed behavior, confirms the conclusions in the scientific literature that for young people health and a healthy lifestyle is a possibility rather than a desirable model of behavior in which the value of health is actively declared by all, but is realized only by a small part of students.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122956993","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}
V. Smirnov, V. Boluchevskaya, Lyudmila Mikhailova, R. Abdrakhmanova, Evgeniya Kilikaeva
The article presents the results of a psychodiagnostic study of the socio-psychological adaptation of foreign students at medical schools in the Southern Federal District. Socio-psychological adaptation is a dynamic aspect of involving an individual's personality in a system of socially significant relationships, socio-psychological and professional-activity communications, in the implementation of the corresponding role functions. It has been established that medical students are exposed to many risk factors that violate the harmonious process of socio-psychological adaptation. Among the leading factors, the following are distinguished: the study of one of the most complex languages – Russian; differences in the cultural, communicative and linguistic characteristics of foreign students and residents of Russia; the risk of early emotional burnout during the acquisition of practical skills and intensive on the duration of classes in junior courses in a pandemic of new coronavirus infection. The study revealed that students in both samples have a normative level of socio-psychological adaptation, despite studying in different regions and in different languages (Volgograd State Medical University students study in English, ASMU students in French and Russian as a foreign language). At the same time, it was established that the most preferred strategies for behaviour in stressful situations in both groups are distance, positive reassessment, flight-avoidance and confrontation. The authors presented a statistical analysis of the data, which indicates that there are no statistically significant differences in the socio-psychological adaptation between the two samples for any of the tests performed. The results of this study can be used by the teaching staff, focused on the adaptation support of foreign students in medical universities, tutors and teachers of biomedical orientation for motivational and correctional activities of the pedagogical process. Also, these results will be useful for individual psychological correction of respondents with high maladaptation rates, low sociability indicators, and those who have problems with self-assessment of their capabilities.
{"title":"Analysis of the socio-psychological adaptation of foreign students at medical universities in the Southern Federal District","authors":"V. Smirnov, V. Boluchevskaya, Lyudmila Mikhailova, R. Abdrakhmanova, Evgeniya Kilikaeva","doi":"10.15862/19psmn420","DOIUrl":"https://doi.org/10.15862/19psmn420","url":null,"abstract":"The article presents the results of a psychodiagnostic study of the\u0000socio-psychological adaptation of foreign students at medical schools in the Southern Federal District. Socio-psychological adaptation is a dynamic aspect of involving an individual's personality in a system of socially significant relationships, socio-psychological and professional-activity communications, in the implementation of the corresponding role functions. It has been established that medical students are exposed to many risk factors that violate the harmonious process of socio-psychological adaptation. Among the leading factors, the following are distinguished: the study of one of the most complex languages – Russian; differences in the cultural, communicative and linguistic characteristics of foreign students and residents of Russia; the risk of early emotional burnout during the acquisition of practical skills and intensive on the duration of classes in junior courses in a pandemic of new coronavirus infection. The study revealed that students in both samples have a normative level of\u0000socio-psychological adaptation, despite studying in different regions and in different languages (Volgograd State Medical University students study in English, ASMU students in French and Russian as a foreign language). At the same time, it was established that the most preferred strategies for behaviour in stressful situations in both groups are distance, positive reassessment, flight-avoidance and confrontation. The authors presented a statistical analysis of the data, which indicates that there are no statistically significant differences in the socio-psychological adaptation between the two samples for any of the tests performed. The results of this study can be used by the teaching staff, focused on the adaptation support of foreign students in medical universities, tutors and teachers of biomedical orientation for motivational and correctional activities of the pedagogical process. Also, these results will be useful for individual psychological correction of respondents with high maladaptation rates, low sociability indicators, and those who have problems with self-assessment of their capabilities.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"1273 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132352737","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}
In this article existing approaches to the development and implementation of an individual educational route for a younger student in an inclusive school environment were analyzed. This work was carried out as part of the dissertation research. The author presents the results of a comparative analysis of regulatory and pedagogical literature, revealing the content of such concepts as individual educational trajectory, educational environment, educational space, individual educational route, and individual curriculum. The contradictions between modern scientific ideas about the essence of an individual path in education for normatively developing children and its reduction in inclusive practice to a consolidated plan of correctional and developmental work are revealed. If in the first case, the role of the student is characterized by subjectivity, the goals of individualization of education are associated with the identification and implementation of the cognitive interests and inclinations of the child, and the role of the teacher is to provide pedagogical support and facilitation, to promote educational ideas, trials, then in the situation of developing an individual educational route for a student with disabilities of health in the center of attention is his nosology. The "route" here represents the stages of the correctional and developmental work of specialists, which is a necessary condition for the child's life, his development, but not the only tool for the individualization of education, understood as the process and result of building a person's image through the development of culture in ways that are adequate for him, at a pace and choice of content... The article proposes the author's interpretation of the concept of an individual educational route for a child with disabilities, identifies the structural components, highlights the participants contributing to its formation. As the basic resources of the variable educational environment, based on this environment an individual educational route is designed, it is proposed to consider the spheres of additional and informal education. The author presents a semi-structured interview as a pedagogical tool that allows you to design an individual educational route and evaluate its effectiveness within the framework of an anthropological approach to education. The proposed semi-structured interview as a pedagogical toolkit is intended for use in group work with the inclusion of a family raising a child with disabilities, a teacher of additional education, and other members of the inclusive community. The results and conclusions of the article, the described stages of the semi-structured interview can be used in the work of psychological and pedagogical councils of general education schools that implement educational programs for children with special educational needs.
{"title":"Development and evaluation of the effectiveness of an individual educational route for a younger student with disabilities","authors":"E. Kolosova","doi":"10.15862/81pdmn320","DOIUrl":"https://doi.org/10.15862/81pdmn320","url":null,"abstract":"In this article existing approaches to the development and implementation of an individual educational route for a younger student in an inclusive school environment were analyzed. This work was carried out as part of the dissertation research. The author presents the results of a comparative analysis of regulatory and pedagogical literature, revealing the content of such concepts as individual educational trajectory, educational environment, educational space, individual educational route, and individual curriculum.\u0000The contradictions between modern scientific ideas about the essence of an individual path in education for normatively developing children and its reduction in inclusive practice to a consolidated plan of correctional and developmental work are revealed. If in the first case, the role of the student is characterized by subjectivity, the goals of individualization of education are associated with the identification and implementation of the cognitive interests and inclinations of the child, and the role of the teacher is to provide pedagogical support and facilitation, to promote educational ideas, trials, then in the situation of developing an individual educational route for a student with disabilities of health in the center of attention is his nosology. The \"route\" here represents the stages of the correctional and developmental work of specialists, which is a necessary condition for the child's life, his development, but not the only tool for the individualization of education, understood as the process and result of building a person's image through the development of culture in ways that are adequate for him, at a pace and choice of content...\u0000The article proposes the author's interpretation of the concept of an individual educational route for a child with disabilities, identifies the structural components, highlights the participants contributing to its formation. As the basic resources of the variable educational environment, based on this environment an individual educational route is designed, it is proposed to consider the spheres of additional and informal education. The author presents a semi-structured interview as a pedagogical tool that allows you to design an individual educational route and evaluate its effectiveness within the framework of an anthropological approach to education. The proposed semi-structured interview as a pedagogical toolkit is intended for use in group work with the inclusion of a family raising a child with disabilities, a teacher of additional education, and other members of the inclusive community.\u0000The results and conclusions of the article, the described stages of the semi-structured interview can be used in the work of psychological and pedagogical councils of general education schools that implement educational programs for children with special educational needs.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123013530","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}
M. Boguslavsky, N. Ladyzhets, E. Neborsky, O. Sannikova
The article presents the results of an empirical study, the purpose of which was to determine the assessment of the working conditions at the regional university by the professor-staff. The study was carried out as part of the project “Transitive University in the face of global, national and regional challenges” at the Udmurt State University in September – October 2019. The sample consisted of 204 full-time professors (28 % of the total – 717 people). The results are divided into the following groups: assessment of various aspects of working conditions; assessment of the activities of university services; the most important problems of the faculty. Professors tend to highly appreciate those working conditions that are associated with their own contribution to the educational process: the moral and psychological climate in the team and observance of labor discipline. The lowest ratings were received: the opportunity to participate in field conferences, the effectiveness of the effective contract, the ability to provide benefits for the professors-staff, which, in turn, indicates an insufficient level of satisfaction with the incentives for professors. The main claims of the faculty to university services are reduced to excessive bureaucratization of management and educational processes. The most frequently mentioned requirements for the administration of the university regarding the improvement of working conditions are improving the efficiency of workflow, creating an electronic educational and managerial environment of the university. Among other problems that concern professors, there is a low interest of students in studying and the need to take exams and tests several times. Further clarification and separate studies require two issues identified as potentially problematic – this is the diagnosis of professional burnout of teachers and the provision of conditions to minimize its risks and consequences, as well as the difficulty in developing mechanisms to increase the effectiveness of interaction between professors and foreign students, overcoming language and cultural barriers.
{"title":"Working conditions at a regional university in assessments of faculty","authors":"M. Boguslavsky, N. Ladyzhets, E. Neborsky, O. Sannikova","doi":"10.15862/51pdmn220","DOIUrl":"https://doi.org/10.15862/51pdmn220","url":null,"abstract":"The article presents the results of an empirical study, the purpose of which was to determine the assessment of the working conditions at the regional university by the professor-staff. The study was carried out as part of the project “Transitive University in the face of global, national and regional challenges” at the Udmurt State University in September – October 2019. The sample consisted of 204 full-time professors (28 % of the total – 717 people). The results are divided into the following groups: assessment of various aspects of working conditions; assessment of the activities of university services; the most important problems of the faculty. Professors tend to highly appreciate those working conditions that are associated with their own contribution to the educational process: the moral and psychological climate in the team and observance of labor discipline. The lowest ratings were received: the opportunity to participate in field conferences, the effectiveness of the effective contract, the ability to provide benefits for the professors-staff, which, in turn, indicates an insufficient level of satisfaction with the incentives for professors. The main claims of the faculty to university services are reduced to excessive bureaucratization of management and educational processes. The most frequently mentioned requirements for the administration of the university regarding the improvement of working conditions are improving the efficiency of workflow, creating an electronic educational and managerial environment of the university. Among other problems that concern professors, there is a low interest of students in studying and the need to take exams and tests several times. Further clarification and separate studies require two issues identified as potentially problematic – this is the diagnosis of professional burnout of teachers and the provision of conditions to minimize its risks and consequences, as well as the difficulty in developing mechanisms to increase the effectiveness of interaction between professors and foreign students, overcoming language and cultural barriers.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133167664","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 possibilities of using project technology when teaching a professionally oriented foreign language to tourism students. The authors analyze the main features of project training, the stages of work on a project, the distinguishing features of projects designed to teach a professionally oriented foreign language, pedagogical conditions that contribute to the effective development of students' project competence. The results of experimental work are given, which made it possible to identify the most difficult stages of work on a project for students, both in terms of knowledge of a foreign language and the formation of project competence. The experience of using the project method for teaching a professionally oriented foreign language has revealed the advantages of this method, which are described in this article. The authors also come to the conclusion that the use of the project method in classes of a foreign language in the field of professional communications contributes to the formation of necessary competencies as a combination of knowledge and skills that ensure the students’ willingness to solve specific problems in a multicultural environment. The article describes the system of pedagogical conditions for the formation of project competence, which the authors selected on the basis of the conceptual analysis of empirical material and pedagogical literature, their own pedagogical experience, theoretical approaches and the methods that exist in the educational process of higher education. Properly organized work on a project in a professionally-oriented foreign language class not only forms inter cultural communicative competence, but also allows to form simultaneously professional and social competencies, as a result of which one more goal of higher education is achieved – the formation of project competence.
{"title":"Project technology as a method of forming foreign language professional competence","authors":"O. Frolova, V. Lopatinskaya, Irina Rubannikova","doi":"10.15862/69pdmn120","DOIUrl":"https://doi.org/10.15862/69pdmn120","url":null,"abstract":"The article considers the possibilities of using project technology when teaching a professionally oriented foreign language to tourism students. The authors analyze the main features of project training, the stages of work on a project, the distinguishing features of projects designed to teach a professionally oriented foreign language, pedagogical conditions that contribute to the effective development of students' project competence. The results of experimental work are given, which made it possible to identify the most difficult stages of work on a project for students, both in terms of knowledge of a foreign language and the formation of project competence. The experience of using the project method for teaching a professionally oriented foreign language has revealed the advantages of this method, which are described in this article. The authors also come to the conclusion that the use of the project method in classes of a foreign language in the field of professional communications contributes to the formation of necessary competencies as a combination of knowledge and skills that ensure the students’ willingness to solve specific problems in a multicultural environment. The article describes the system of pedagogical conditions for the formation of project competence, which the authors selected on the basis of the conceptual analysis of empirical material and pedagogical literature, their own pedagogical experience, theoretical approaches and the methods that exist in the educational process of higher education. Properly organized work on a project in a professionally-oriented foreign language class not only forms inter cultural communicative competence, but also allows to form simultaneously professional and social competencies, as a result of which one more goal of higher education is achieved – the formation of project competence.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115874198","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}
M. Boguslavsky, N. Ladyzhets, E. Neborsky, O. Sannikova
This article analyzes the issue of the strategy of interaction between a transitive university and external actors in ensuring a reduction in migration risks. Regional universities, resorting to cost reduction, often do not always can constructively construct a scientific and educational policy and internal university management. This leads to the fact that the regional university becomes a transit platform for subsequent educational and labor migration. What should be the strategy of interaction of a regional university with external actors to ensure the reduction of migration risks? Refusal of the policy of “closed doors” and structural self-identification, the result of which should be a conceptual idea as the fundamental methodological construct of the policy, are necessary conditions for ensuring the transition from the transit state of the university as a platform for educational and labor migration, to a transitive one, providing the conditions for the transition to new high-quality states as a result of resolving contradictions. Structural self-identification should be aimed at the subsequent formation of a strategic vision of oneself and instrumental ways of overcoming multi-level risks. The proactive interaction of a transitive university with external actors in ensuring the reduction of migration risks and the balanced development of the region’s human resources should include a set of priorities regarding the vital elements of the region’s ecosystem. There are areas relevant to reflecting the needs of the subjects and integratively interconnecting both the internal attitudes of the subject and the external conditions for their applicability in the region. This is a positive social infrastructure, a comfortable urban environment, the development of small and medium-sized enterprises, technological solutions, communication channels with industries and organizations, open lectures and short-term courses. The strategy of accelerated development as an initiative interaction of a regional university with external entities, including a key idea, is the main condition for the transition to a transitive state as a source of development of the socio-economic ecosystem of the region.
{"title":"The strategy of interaction between a transitive university and external actors in ensuring the reduction of migration risks","authors":"M. Boguslavsky, N. Ladyzhets, E. Neborsky, O. Sannikova","doi":"10.15862/25pdmn619","DOIUrl":"https://doi.org/10.15862/25pdmn619","url":null,"abstract":"This article analyzes the issue of the strategy of interaction between a transitive university and external actors in ensuring a reduction in migration risks. Regional universities, resorting to cost reduction, often do not always can constructively construct a scientific and educational policy and internal university management. This leads to the fact that the regional university becomes a transit platform for subsequent educational and labor migration. What should be the strategy of interaction of a regional university with external actors to ensure the reduction of migration risks? Refusal of the policy of “closed doors” and structural self-identification, the result of which should be a conceptual idea as the fundamental methodological construct of the policy, are necessary conditions for ensuring the transition from the transit state of the university as a platform for educational and labor migration, to a transitive one, providing the conditions for the transition to new high-quality states as a result of resolving contradictions. Structural self-identification should be aimed at the subsequent formation of a strategic vision of oneself and instrumental ways of overcoming multi-level risks. The proactive interaction of a transitive university with external actors in ensuring the reduction of migration risks and the balanced development of the region’s human resources should include a set of priorities regarding the vital elements of the region’s ecosystem. There are areas relevant to reflecting the needs of the subjects and integratively interconnecting both the internal attitudes of the subject and the external conditions for their applicability in the region. This is a positive social infrastructure, a comfortable urban environment, the development of small and medium-sized enterprises, technological solutions, communication channels with industries and organizations, open lectures and short-term courses. The strategy of accelerated development as an initiative interaction of a regional university with external entities, including a key idea, is the main condition for the transition to a transitive state as a source of development of the socio-economic ecosystem of the region.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121394884","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}
Larisa Evseeva, Elena L. Safronenkova, S. Zhemchugova
The topic of the present research is of current importance due to the new requirements in the higher education system imposed by Federal State Educational Standards 3++. We believe that the use of narrative method of keeping a reflective learning diary by non-linguistic students in the course of Foreign language facilitates development of critical reflection skills and thus universal competences. The notions of reflection and critical reflection in the learning context are defined in the paper. Also the article provides arguments for the efficiency of the reflective learning diary in developing critical reflection skills. The use of methods for developing critical reflection in the learning process should be planned properly and thus recommendations for keeping the reflective learning diary and assessment criteria have been carefully elaborated. The paper shows the results of the students’ work in keeping their reflective learning diaries following the criteria under consideration. It also provides the survey results of the experiment group. The results indicate that by keeping the reflective learning diaries the students analyzed and evaluated, reconsidered and revaluated their experience of learning the foreign language, their skills and knowledge, their emotions and (false) ideas about the course of foreign language lessons. They also worked out new ideas and ways of improving in the future their process of foreign language acquirement. All the mental processes mentioned form the basis of critical reflection in the learning context. Presented in this article results of the study aimed at the critical reflection skills development through the use of narrative method of keeping a reflective learning diary were obtained during the experimental foreign language training of the students of NArFU named after M.V. Lomonosov, field of study 39.03.01 Sociology, in the 2017–2018 academic year, carried out by associate Professor of the Department of English language Evseeva Larisa Nikolaevna. In a summarized form the results of experimental training have been presented in the dissertation research (master's thesis).
{"title":"Using the narrative method of keeping a reflective learning diary by non-linguistic students to develop critical reflection skills in the course of foreign language lessons","authors":"Larisa Evseeva, Elena L. Safronenkova, S. Zhemchugova","doi":"10.15862/78pdmn519","DOIUrl":"https://doi.org/10.15862/78pdmn519","url":null,"abstract":"The topic of the present research is of current importance due to the new requirements in the higher education system imposed by Federal State Educational Standards 3++. We believe that the use of narrative method of keeping a reflective learning diary by non-linguistic students in the course of Foreign language facilitates development of critical reflection skills and thus universal competences. The notions of reflection and critical reflection in the learning context are defined in the paper. Also the article provides arguments for the efficiency of the reflective learning diary in developing critical reflection skills. The use of methods for developing critical reflection in the learning process should be planned properly and thus recommendations for keeping the reflective learning diary and assessment criteria have been carefully elaborated. The paper shows the results of the students’ work in keeping their reflective learning diaries following the criteria under consideration. It also provides the survey results of the experiment group. The results indicate that by keeping the reflective learning diaries the students analyzed and evaluated, reconsidered and revaluated their experience of learning the foreign language, their skills and knowledge, their emotions and (false) ideas about the course of foreign language lessons. They also worked out new ideas and ways of improving in the future their process of foreign language acquirement. All the mental processes mentioned form the basis of critical reflection in the learning context. Presented in this article results of the study aimed at the critical reflection skills development through the use of narrative method of keeping a reflective learning diary were obtained during the experimental foreign language training of the students of NArFU named after M.V. Lomonosov, field of study 39.03.01 Sociology, in the 2017–2018 academic year, carried out by associate Professor of the Department of English language Evseeva Larisa Nikolaevna. In a summarized form the results of experimental training have been presented in the dissertation research (master's thesis).","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123285500","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：