Pub Date : 2018-06-28DOI: 10.15293/2226-3365.1803.15
O. Gavrilyuk
Introduction. Within the context of health-preserving system of higher medical education, the need for a relevant methodological framework for implementation of a health-preserving type of medical university teachers’ professional development increases. The purpose of the article is to explore the potential of the autonomy-oriented approach as a methodological framework for implementation of a health-preserving type of medical university teachers’ advanced training. Materials and Methods. Analysis of domestic and foreign psychological and pedagogical literature on organisation of a health-preserving type of teachers’ training in the system of continuing professional education has been carried out. The study problem required a more detailed exploration of R. Ryan & E. Deci’s self-determination theory, as well as the concepts of personal autonomy and autonomous motivation. In the framework of self-determination theory, the autonomy-oriented approach has been explored as methodological framework for implementation of a health-preserving type of advanced training, which prioritises teachers’ autonomous motivation, personal involvement into the advanced training process as well as their personal responsibility for its results. Results. Internal and external factors facilitating successful implementation of a health-preserving type of university teachers’ advanced training have been revealed. The expedience of using the autonomy-oriented approach as methodological framework for development and implementation of health-preserving advanced training programmes for university teachers has been theoretically justified and demonstrated using the example of the university teachers’ personal and professional development system implemented at Prof. V. F. Conclusions. The conducted research makes it possible to draw the conclusion that application of the autonomy-oriented approach to advanced training for medical university teachers contributes to teachers’ emotional health improvement, allowing for implementation of health-preserving technologies and providing transition from sporadic externally-organised advanced training for teachers to their self-determined continuous personal and professional development.
介绍。在高等医学教育养生体制的背景下，对实施养生型医科大学教师专业发展的相关方法论框架的需求日益增加。本文的目的是探讨自主导向方法作为实施保健型医科大学教师高级培训的方法框架的潜力。材料与方法。对在继续专业教育体系中组织保健型教师培训的国内外心理学和教育学文献进行了分析。研究问题需要更详细地探讨R. Ryan & E. Deci的自我决定理论，以及个人自主性和自主动机的概念。在自我决定理论的框架内，以自主为导向的方法已被探索作为实施健康型高级培训的方法框架，该方法优先考虑教师的自主动机，个人参与高级培训过程以及他们对其结果的个人责任。结果。揭示了健康型高校教师高级培训成功实施的内外部因素。使用自主导向的方法作为制定和实施大学教师健康高级培训计划的方法框架的权宜性已在理论上得到证明，并以V. F.结论教授实施的大学教师个人和专业发展系统为例进行了证明。通过本研究，我们可以得出这样的结论:将自主导向的方法应用于医科大学教师的高级培训有助于教师的情绪健康改善，允许实施保健技术，并为教师提供从零星的外部组织的高级培训到他们自主的持续个人和专业发展的过渡。
{"title":"Autonomy-oriented approach as a methodological framework for a health-preserving type of medical university teachers’ professional development","authors":"O. Gavrilyuk","doi":"10.15293/2226-3365.1803.15","DOIUrl":"https://doi.org/10.15293/2226-3365.1803.15","url":null,"abstract":"Introduction. Within the context of health-preserving system of higher medical education, the need for a relevant methodological framework for implementation of a health-preserving type of medical university teachers’ professional development increases. The purpose of the article is to explore the potential of the autonomy-oriented approach as a methodological framework for implementation of a health-preserving type of medical university teachers’ advanced training. Materials and Methods. Analysis of domestic and foreign psychological and pedagogical literature on organisation of a health-preserving type of teachers’ training in the system of continuing professional education has been carried out. The study problem required a more detailed exploration of R. Ryan & E. Deci’s self-determination theory, as well as the concepts of personal autonomy and autonomous motivation. In the framework of self-determination theory, the autonomy-oriented approach has been explored as methodological framework for implementation of a health-preserving type of advanced training, which prioritises teachers’ autonomous motivation, personal involvement into the advanced training process as well as their personal responsibility for its results. Results. Internal and external factors facilitating successful implementation of a health-preserving type of university teachers’ advanced training have been revealed. The expedience of using the autonomy-oriented approach as methodological framework for development and implementation of health-preserving advanced training programmes for university teachers has been theoretically justified and demonstrated using the example of the university teachers’ personal and professional development system implemented at Prof. V. F. Conclusions. The conducted research makes it possible to draw the conclusion that application of the autonomy-oriented approach to advanced training for medical university teachers contributes to teachers’ emotional health improvement, allowing for implementation of health-preserving technologies and providing transition from sporadic externally-organised advanced training for teachers to their self-determined continuous personal and professional development.","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116974978","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}
Pub Date : 2018-06-28DOI: 10.15293/2226-3365.1803.16
O. A. Latuha
{"title":"Training leaders of organizations in sustainable development management","authors":"O. A. Latuha","doi":"10.15293/2226-3365.1803.16","DOIUrl":"https://doi.org/10.15293/2226-3365.1803.16","url":null,"abstract":"","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126311920","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}
Pub Date : 2018-04-30DOI: 10.15293/2226-3365.1802.01
E. A. Vasenina, Maria Vladislavovna Petuchova, E. Kharunzheva, E. Soboleva
Introduction. The article is devoted to the solution of research problems of enhancing cognitive activities of schoolchildren and providing targeted educational support in order to develop their cognitive skills: to master cognitive methods, techniques and strategies, and to control and manage their cognitive activities. The purpose of the article is to evaluate the technologies contribute to support and guidance of students’ independent learning and building individual educational trajectories. Conclusion. The ideas and patterns of educational support of students’ cognitive research activity are summarized with the main focus on teaching Information Technologies.
{"title":"Experiment and interpersonal interactions as factors of enhancing schoolchildren’ cognitive activity in the IT classroom","authors":"E. A. Vasenina, Maria Vladislavovna Petuchova, E. Kharunzheva, E. Soboleva","doi":"10.15293/2226-3365.1802.01","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.01","url":null,"abstract":"Introduction. The article is devoted to the solution of research problems of enhancing cognitive activities of schoolchildren and providing targeted educational support in order to develop their cognitive skills: to master cognitive methods, techniques and strategies, and to control and manage their cognitive activities. The purpose of the article is to evaluate the technologies contribute to support and guidance of students’ independent learning and building individual educational trajectories. Conclusion. The ideas and patterns of educational support of students’ cognitive research activity are summarized with the main focus on teaching Information Technologies.","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"697 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131068959","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}
Pub Date : 2018-04-30DOI: 10.15293/2226-3365.1802.11
K. Begalinova, M. Ashilova
{"title":"Influence of the consumer society on the education system","authors":"K. Begalinova, M. Ashilova","doi":"10.15293/2226-3365.1802.11","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.11","url":null,"abstract":"","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134443701","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}
Pub Date : 2018-04-30DOI: 10.15293/2226-3365.1802.09
Iraida Vasilevna Mukina, L. Sokolova, V. Mukin
{"title":"Correlation between regional culture and the social space of a flagship university","authors":"Iraida Vasilevna Mukina, L. Sokolova, V. Mukin","doi":"10.15293/2226-3365.1802.09","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.09","url":null,"abstract":"","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132447989","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}
Pub Date : 2018-04-30DOI: 10.15293/2226-3365.1802.06
A. V. Korzhuev, Y. B. Ikrennikova, E. Nikitina, E. L. Ryazanova
Introduction . The problem of the article is addressed to clarify the question of how the content of practical pedagogical knowledge accumulated by the society can be understood from the point of view of an epistemologically of generalizations and analogies, and the methods for carrying out the experiment and identifying experimental confirmation of an experted theory. As the nearest stage in the solution of these problems, the authors design correct theoretical constructs of a restricted nature which must include the following aspects: identifying weak research development of several segments of pedagogical reality, raising hypotheses about the possibility of describing them from the point of view of the positively valuable educational outcome for the learner and the ways of achieving it, finding the criteria for its evaluation and implementing them in a diagnostic format. Conclusions. The presented variant of polyaspect reflection of the results of educational research based on the theoretical scheme covers both retrospective and prospective reflective forms; it also shows all the procedures traditionally indicated by psychologists: stopping, removing, fixing, reviewing, objectifying; allows educational researchers to evaluate their investigations according to scientific norms which achieve a theoretical status. All the theses of the problematic format presented in the article are a possible field of application for beginning researchers.
{"title":"Philosophical and methodological reflection of educational theory as a phenomenon of scientology","authors":"A. V. Korzhuev, Y. B. Ikrennikova, E. Nikitina, E. L. Ryazanova","doi":"10.15293/2226-3365.1802.06","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.06","url":null,"abstract":"Introduction . The problem of the article is addressed to clarify the question of how the content of practical pedagogical knowledge accumulated by the society can be understood from the point of view of an epistemologically of generalizations and analogies, and the methods for carrying out the experiment and identifying experimental confirmation of an experted theory. As the nearest stage in the solution of these problems, the authors design correct theoretical constructs of a restricted nature which must include the following aspects: identifying weak research development of several segments of pedagogical reality, raising hypotheses about the possibility of describing them from the point of view of the positively valuable educational outcome for the learner and the ways of achieving it, finding the criteria for its evaluation and implementing them in a diagnostic format. Conclusions. The presented variant of polyaspect reflection of the results of educational research based on the theoretical scheme covers both retrospective and prospective reflective forms; it also shows all the procedures traditionally indicated by psychologists: stopping, removing, fixing, reviewing, objectifying; allows educational researchers to evaluate their investigations according to scientific norms which achieve a theoretical status. All the theses of the problematic format presented in the article are a possible field of application for beginning researchers.","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133311421","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}
Pub Date : 2018-04-30DOI: 10.15293/2226-3365.1802.04
D. V. Lazarenko, L. N. Antilogova
Introduction. The study focuses on the problem of psychological and educational prevention of propensity for addictive behaviors among university students. The purpose of the article is to identify the dominant personality traits of students who are prone to addictive behavior, to outline the factors which determine this tendency, and to propose a prevention program aimed at activating personal resources to overcome the development of addictive behavior. Materials and methods. The research is based on the analysis and generalization of scientific and theoretical sources and experimental data in order to investigate the effectiveness of psychological and educational program implementation aimed at preventing addictive behaviors among university students. The study was conducted using the Smirnov’s addiction diagnostic questionnaire ODA-2010, R.Cattell’s 16 Personality Factors questionnaire, G. Shmishek’s questionnaire to identify types of character accentuations, the Eysenck's personality Inventory (EPI), the correlation analysis, the method of determining the significance of differences, and factor analysis. Results. The article reveals the psychological features students prone to addictive behaviors, analyzes psychological factors which determine the formation of this tendency, as well as discusses psychological and educational preventative potential of
{"title":"Propensity for addictive behaviors among university students and its prevention","authors":"D. V. Lazarenko, L. N. Antilogova","doi":"10.15293/2226-3365.1802.04","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.04","url":null,"abstract":"Introduction. The study focuses on the problem of psychological and educational prevention of propensity for addictive behaviors among university students. The purpose of the article is to identify the dominant personality traits of students who are prone to addictive behavior, to outline the factors which determine this tendency, and to propose a prevention program aimed at activating personal resources to overcome the development of addictive behavior. Materials and methods. The research is based on the analysis and generalization of scientific and theoretical sources and experimental data in order to investigate the effectiveness of psychological and educational program implementation aimed at preventing addictive behaviors among university students. The study was conducted using the Smirnov’s addiction diagnostic questionnaire ODA-2010, R.Cattell’s 16 Personality Factors questionnaire, G. Shmishek’s questionnaire to identify types of character accentuations, the Eysenck's personality Inventory (EPI), the correlation analysis, the method of determining the significance of differences, and factor analysis. Results. The article reveals the psychological features students prone to addictive behaviors, analyzes psychological factors which determine the formation of this tendency, as well as discusses psychological and educational preventative potential of","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123888358","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}
{"title":"CHARACTERISTICS OF ECONOMIC SOCIALIZATION OF HIGH SCHOOL STUDENTS IN THE NORTHERN TERRITORIES OF KRASNOYARSK KRAI AND THE SAKHA (YAKUTIYA) REPUBLIC","authors":"Kirko Vladimir Igorevich, Koptseva Natalia Petrovna, Malakhova Ekaterina Valerevna, Razumovskaya Veronika Adofol'Fovna, Yanova Marina Gennadievna","doi":"10.15293/2226-3365.1802.12","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.12","url":null,"abstract":"","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116178725","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}
Pub Date : 2018-04-30DOI: 10.15293/2226-3365.1802.07
B. Mayer
Introduction . The research problem is the contradiction between a large number of different cognitive learning theories and the lack of clustering based on traditional notions of a person's sociality. The aim of the work is to cluster several dozen cognitive learning theories created within the framework of analytical philosophy on the basis of their unification by: the place of the theories in the learning process, the content of the cognitive process, the concepts of the content of the learning process, and the formation of trainee qualities. Materials and Methods . Research methods include a comparative analysis of cognitive learning theories on the basis of their basic intentions, combining theories on meta-concepts about the learning process and their subsequent subdivision into four clusters. Results. Seventeen cognitive learning theories developed over the last 60-70 years within the framework of analytical philosophy are analyzed. As a result, four clusters of cognitive learning theories are distinguished on the basis of the following concepts: the place of cognitive theories in learning, the nature of the cognitive process in learning, the content of the learning process, and the formation of trainee qualities. Conclusions . On the basis of the results obtained, the conclusion is drawn that modern cognitive learning concepts are based on "analytical" philosophy, since the sociality of a person falls out of the cognitive concepts examined. In fact, it is a question of forming the qualities of an individual, but not of an individual, which is typical enough for an analytical approach, and the ideas about the learning process are of a purely technological nature.
{"title":"On the clustering of cognitive learning theories","authors":"B. Mayer","doi":"10.15293/2226-3365.1802.07","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.07","url":null,"abstract":"Introduction . The research problem is the contradiction between a large number of different cognitive learning theories and the lack of clustering based on traditional notions of a person's sociality. The aim of the work is to cluster several dozen cognitive learning theories created within the framework of analytical philosophy on the basis of their unification by: the place of the theories in the learning process, the content of the cognitive process, the concepts of the content of the learning process, and the formation of trainee qualities. Materials and Methods . Research methods include a comparative analysis of cognitive learning theories on the basis of their basic intentions, combining theories on meta-concepts about the learning process and their subsequent subdivision into four clusters. Results. Seventeen cognitive learning theories developed over the last 60-70 years within the framework of analytical philosophy are analyzed. As a result, four clusters of cognitive learning theories are distinguished on the basis of the following concepts: the place of cognitive theories in learning, the nature of the cognitive process in learning, the content of the learning process, and the formation of trainee qualities. Conclusions . On the basis of the results obtained, the conclusion is drawn that modern cognitive learning concepts are based on \"analytical\" philosophy, since the sociality of a person falls out of the cognitive concepts examined. In fact, it is a question of forming the qualities of an individual, but not of an individual, which is typical enough for an analytical approach, and the ideas about the learning process are of a purely technological nature.","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127238562","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}
Pub Date : 2018-04-30DOI: 10.15293/2226-3365.1802.08
L. Mosunova
{"title":"Managing reading of literary texts as a process of search for meaning","authors":"L. Mosunova","doi":"10.15293/2226-3365.1802.08","DOIUrl":"https://doi.org/10.15293/2226-3365.1802.08","url":null,"abstract":"","PeriodicalId":226844,"journal":{"name":"Novosibirsk State Pedagogical University Bulletin","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133948666","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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