Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-3-
I. Stolbova, E. Aleksandrova, L. Kochurova, K. Nosov
Availability of qualified engineering personnel for high-tech industries is a topical problem today. To close the gap between the practice of polytechnic education and real engineering activities, it is necessary to introduce innovative educational technologies aimed at developing students’ ability to work in a team, competences in the field of modern information and communication technologies, as well as a willingness to carry out design based on spatial modeling.Within the framework of subject training, it is necessary to ensure the unity of fundamental (generalized, theoretical) knowledge and special knowledge corresponding to the profile of the training area. An appropriate construction of the training program contributes to the adaptation and concretization of subject competencies in the direction required for this engineering specialty.Graphic training is the first professionally oriented discipline at technical university. Within the framework of subject training, it is important to create a learning environment that is close to professional. The authors adduce the examples of educational tasks based on the method of projects and corresponding to the profile of the educational program that students perform in the course of self-directed work. An innovative aspect in the development of individual tasks is the ability to perform projects in 3d.
{"title":"Profile Aspects of Graphic Education at Polytechnic University","authors":"I. Stolbova, E. Aleksandrova, L. Kochurova, K. Nosov","doi":"10.31992/0869-3617-2019-28-3-","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-3-","url":null,"abstract":"Availability of qualified engineering personnel for high-tech industries is a topical problem today. To close the gap between the practice of polytechnic education and real engineering activities, it is necessary to introduce innovative educational technologies aimed at developing students’ ability to work in a team, competences in the field of modern information and communication technologies, as well as a willingness to carry out design based on spatial modeling.Within the framework of subject training, it is necessary to ensure the unity of fundamental (generalized, theoretical) knowledge and special knowledge corresponding to the profile of the training area. An appropriate construction of the training program contributes to the adaptation and concretization of subject competencies in the direction required for this engineering specialty.Graphic training is the first professionally oriented discipline at technical university. Within the framework of subject training, it is important to create a learning environment that is close to professional. The authors adduce the examples of educational tasks based on the method of projects and corresponding to the profile of the educational program that students perform in the course of self-directed work. An innovative aspect in the development of individual tasks is the ability to perform projects in 3d.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863277","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-1-104-118
D. Ryndin
The concept of event has been widely disseminated in various fields of human sciences, including the psychology of education and pedagogics. If one seeks to explore the full heuristic potential of the concept, it is necessary to take into account its essential affiliation with non-classical ontology. The article presents an attempt to analyze the inner structure of Merab Mamardashvili’s oral philosophical speech, that can be considered a distinctive feature of the series of lection courses, which he held in the late 70-ies – beginning of 80-ies mainly for the audience of non-philosophers. The article deals with the research of essential connection between form and content of Mamardashvili’s philosophy. In the light of this connection the article reviews the project of the non-classical ontology of cognition, that Mamardashvili develops in some of his main works.The first part of the article contains an exposition of the problem field of “event” in the context of history and ontology of cognition, as well as reconstruction of the genesis of this theme in Mamardashvili’s philosophy. Mamardashvili describes the classical type of rationality and its “blind spots” – that is, historicity and “evental” character of phenomena of cognition, which cannot be seen in the objectifying gaze of the classical observer. An attempt is made to analyze Mamardashvili’s concept of conscience in the context of his phenomenology of event. The term “epiphany” is interpreted as a key characteristic of events of cognition.The second part of the article deals with the uniqueness of Merab Mamardashvili’s oral philosophical speech, that is interpreted as one of the strategies of indirect communication. Indirect communication is distinguished from direct communication of knowledge, the central model of classical pedagogics. The article studies several different approaches to interpretation of Merab Mamardashvili’s teaching strategy and proposes the approach that is based on the concept of indirect communication of event of cognition.
{"title":"Merab Mamardashvili: Event of Thought and Pedagogic Practice","authors":"D. Ryndin","doi":"10.31992/0869-3617-2019-28-1-104-118","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-1-104-118","url":null,"abstract":"The concept of event has been widely disseminated in various fields of human sciences, including the psychology of education and pedagogics. If one seeks to explore the full heuristic potential of the concept, it is necessary to take into account its essential affiliation with non-classical ontology. The article presents an attempt to analyze the inner structure of Merab Mamardashvili’s oral philosophical speech, that can be considered a distinctive feature of the series of lection courses, which he held in the late 70-ies – beginning of 80-ies mainly for the audience of non-philosophers. The article deals with the research of essential connection between form and content of Mamardashvili’s philosophy. In the light of this connection the article reviews the project of the non-classical ontology of cognition, that Mamardashvili develops in some of his main works.The first part of the article contains an exposition of the problem field of “event” in the context of history and ontology of cognition, as well as reconstruction of the genesis of this theme in Mamardashvili’s philosophy. Mamardashvili describes the classical type of rationality and its “blind spots” – that is, historicity and “evental” character of phenomena of cognition, which cannot be seen in the objectifying gaze of the classical observer. An attempt is made to analyze Mamardashvili’s concept of conscience in the context of his phenomenology of event. The term “epiphany” is interpreted as a key characteristic of events of cognition.The second part of the article deals with the uniqueness of Merab Mamardashvili’s oral philosophical speech, that is interpreted as one of the strategies of indirect communication. Indirect communication is distinguished from direct communication of knowledge, the central model of classical pedagogics. The article studies several different approaches to interpretation of Merab Mamardashvili’s teaching strategy and proposes the approach that is based on the concept of indirect communication of event of cognition.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49086963","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-2-69-78
Е. А. Гусева, Марина Игоревна Панфилова
The article discusses how to implement common cultural competencies in the course of teaching philosophy. The authors believe that the optimal content of the course is the history of philosophy, which, when being creatively taught, can become a school of critical thinking and education and give direction to those who are trying to consciously shape their world view and educate their mind. The historical-philosophical approach organically incorporates the problematic one, makes it possible to discuss current issues of the day, based on classical examples of the philosophical culture. Some techniques for the development of cognitive skills that correspond to the strategies of liberal education are considered. The authors draw attention to the benefits of the work of a student with a philosophical text, the need for the development of written and oral speech, organically associated with the development of thinking. In the conditions of increasing bureaucratic regulation of the educational process and limited time, it is important to preserve the space of academic freedom, to build teaching taking into account the individual-personal contact with this or that audience. University philosophy is regarded as a valuable experience in overcoming the limitations of everyday consciousness, it seems to be a source of ideas that provides support in a situation of epistemological uncertainty and value relativism. The article covers both philosophical and theoretical, and applied aspects of the problem of teaching philosophy in higher education institution.
{"title":"К дискуссии о вузовской философии: что, как, зачем","authors":"Е. А. Гусева, Марина Игоревна Панфилова","doi":"10.31992/0869-3617-2019-28-2-69-78","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-69-78","url":null,"abstract":"The article discusses how to implement common cultural competencies in the course of teaching philosophy. The authors believe that the optimal content of the course is the history of philosophy, which, when being creatively taught, can become a school of critical thinking and education and give direction to those who are trying to consciously shape their world view and educate their mind. The historical-philosophical approach organically incorporates the problematic one, makes it possible to discuss current issues of the day, based on classical examples of the philosophical culture. Some techniques for the development of cognitive skills that correspond to the strategies of liberal education are considered. The authors draw attention to the benefits of the work of a student with a philosophical text, the need for the development of written and oral speech, organically associated with the development of thinking. In the conditions of increasing bureaucratic regulation of the educational process and limited time, it is important to preserve the space of academic freedom, to build teaching taking into account the individual-personal contact with this or that audience. University philosophy is regarded as a valuable experience in overcoming the limitations of everyday consciousness, it seems to be a source of ideas that provides support in a situation of epistemological uncertainty and value relativism. The article covers both philosophical and theoretical, and applied aspects of the problem of teaching philosophy in higher education institution.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"28 1","pages":"69-78"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863261","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-1-9-20
I. Breido, S. Stazhkov, A. Bobryakov, V. Khomchenko, A. Kabanov, B. Katalinic
The transfer of educational technologies of the OECD countries for higher technical education in the CIS requires significant financial and material resources. It is advisable to unite pedagogical teams and the laboratory base of universities that train specialists in related specialties using the Internet. The international scientific and educational network Internet project “Synergy” has been implemented with the support of the concern “Festo” (Germany). The universities directly involved in the regular educational activities of the project are NIU Moscow Power Engineering Institute, Peter the Great St. Petersburg Polytechnic University, the Baltic State Technical University “VOENMECH” named after D.F. Ustinova, Omsk State Technical University and Karaganda State Technical University. The laboratories of the project participants are equipped with modern training stands and multimedia tools for conducting on-line courses and laboratory work in the remote access mode produced by the leading domestic and foreign companies including world leaders in the field of automation and robotics Festo, Siemens, Mitsubishi Auto Electrician.Regular online training has been organized with the use of exchange, composite and embedded module courses. The experience gained in the process of project implementation became the basis for the development of a new interdisciplinary program for the specialized magistracy as “Robotics. Control systems” for the Kazakhstan industry. The international university network project “Synergy” can become the basis for the practical implementation of the principles of the Bologna process, taking into account the specifics of the CIS countries.
{"title":"International University Network Internet Project of Integrated Engineering Education","authors":"I. Breido, S. Stazhkov, A. Bobryakov, V. Khomchenko, A. Kabanov, B. Katalinic","doi":"10.31992/0869-3617-2019-28-1-9-20","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-1-9-20","url":null,"abstract":"The transfer of educational technologies of the OECD countries for higher technical education in the CIS requires significant financial and material resources. It is advisable to unite pedagogical teams and the laboratory base of universities that train specialists in related specialties using the Internet. The international scientific and educational network Internet project “Synergy” has been implemented with the support of the concern “Festo” (Germany). The universities directly involved in the regular educational activities of the project are NIU Moscow Power Engineering Institute, Peter the Great St. Petersburg Polytechnic University, the Baltic State Technical University “VOENMECH” named after D.F. Ustinova, Omsk State Technical University and Karaganda State Technical University. The laboratories of the project participants are equipped with modern training stands and multimedia tools for conducting on-line courses and laboratory work in the remote access mode produced by the leading domestic and foreign companies including world leaders in the field of automation and robotics Festo, Siemens, Mitsubishi Auto Electrician.Regular online training has been organized with the use of exchange, composite and embedded module courses. The experience gained in the process of project implementation became the basis for the development of a new interdisciplinary program for the specialized magistracy as “Robotics. Control systems” for the Kazakhstan industry. The international university network project “Synergy” can become the basis for the practical implementation of the principles of the Bologna process, taking into account the specifics of the CIS countries.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43717599","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-1-94-103
S. V. Barabanova, A. Kaybiyaynen, N. Kraysman
The paper addresses the advanced topics of engineering education, including digitalization, which were discussed at the 21st International Conference on Interactive Collaborative Learning (ICL) and 47th IGIP International Conference on Engineering Pedagogy (IGIP) held on the Kos Island, Greece in September, 2018. The conference set out a wide range of problems relating to a new interactive educational technology, to developing online-, digital, and e-learning, to the visualization and gamification of education, to developing in engineers academic and applied competences, to implementing new education environments, etc. The Russian researchers’ contribution to the development of engineering pedagogy was emphasized, including improving training of engineering university professors and holding the SYNERGY Engineering Education Research and Practice Network Conference in the leading technical universities of Russia.
{"title":"Digitalization of Education in the Global Context","authors":"S. V. Barabanova, A. Kaybiyaynen, N. Kraysman","doi":"10.31992/0869-3617-2019-28-1-94-103","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-1-94-103","url":null,"abstract":"The paper addresses the advanced topics of engineering education, including digitalization, which were discussed at the 21st International Conference on Interactive Collaborative Learning (ICL) and 47th IGIP International Conference on Engineering Pedagogy (IGIP) held on the Kos Island, Greece in September, 2018. The conference set out a wide range of problems relating to a new interactive educational technology, to developing online-, digital, and e-learning, to the visualization and gamification of education, to developing in engineers academic and applied competences, to implementing new education environments, etc. The Russian researchers’ contribution to the development of engineering pedagogy was emphasized, including improving training of engineering university professors and holding the SYNERGY Engineering Education Research and Practice Network Conference in the leading technical universities of Russia.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42699876","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-1-76-85
Р. Дреер, А. О. Горнов, Виктор Викторович Кондратьев
The paper focuses on challenges and problems of modern engineering education. The necessity of designing and constructing a new model of the educational system related to the survival of humanity and training of engineers of a new type is substantiated. The global trends in the development of engineering education, trends and requirements for the competencies of future engineers are characterized. As one of the concepts for the development of engineering education, the concept of the natural structure of engineering training (NL) has been considered. The main innovative components of the NL concept are highlighted. Based on the code of professional ethics of an engineer, the main provisions of the Leonardo oath for engineers are formulated as a reference for curricula in engineering education.
{"title":"Concept of the Natural Structure of Engineering Training and the Code of Professional Ethics of an Engineer","authors":"Р. Дреер, А. О. Горнов, Виктор Викторович Кондратьев","doi":"10.31992/0869-3617-2019-28-1-76-85","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-1-76-85","url":null,"abstract":"The paper focuses on challenges and problems of modern engineering education. The necessity of designing and constructing a new model of the educational system related to the survival of humanity and training of engineers of a new type is substantiated. The global trends in the development of engineering education, trends and requirements for the competencies of future engineers are characterized. As one of the concepts for the development of engineering education, the concept of the natural structure of engineering training (NL) has been considered. The main innovative components of the NL concept are highlighted. Based on the code of professional ethics of an engineer, the main provisions of the Leonardo oath for engineers are formulated as a reference for curricula in engineering education.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41530955","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-1-86-93
М. Т. Рестиво, Юлия Надировна Зиятдинова
In the future, the work of individual engineers, performance skills and, consequently, their efficiency are likely to be conceptualized and driven based on different methodologies, approaches and initiatives. Such capabilities may be conveyed by a number of disciplines and other academic opportunities along the engineering degree programs. Taking into account the goals of the “Integrative Training of Line Engineers at Oil, Gas and Chemical Enterprises for Increasing Labor Efficiency” Synergy-2018, the authors attempted to convey the personal perception of how to contribute, at various organizational/institutional levels, to the labor efficiency skills of engineering students. The aim of the analysis is twofold: i) exploring Institutional agendas aligned with this context and ii) consider the result of the personal efforts in a lab oriented both to engineering education and to R&D activities.
{"title":"Инженерное образование как инструмент повышения производительности труда: опыт Португалии","authors":"М. Т. Рестиво, Юлия Надировна Зиятдинова","doi":"10.31992/0869-3617-2019-28-1-86-93","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-1-86-93","url":null,"abstract":"In the future, the work of individual engineers, performance skills and, consequently, their efficiency are likely to be conceptualized and driven based on different methodologies, approaches and initiatives. Such capabilities may be conveyed by a number of disciplines and other academic opportunities along the engineering degree programs. Taking into account the goals of the “Integrative Training of Line Engineers at Oil, Gas and Chemical Enterprises for Increasing Labor Efficiency” Synergy-2018, the authors attempted to convey the personal perception of how to contribute, at various organizational/institutional levels, to the labor efficiency skills of engineering students. The aim of the analysis is twofold: i) exploring Institutional agendas aligned with this context and ii) consider the result of the personal efforts in a lab oriented both to engineering education and to R&D activities.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"28 1","pages":"86-93"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862986","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-2-23-36
Алавердов Ашот Робертович
The article discusses the current situation in the Russian higher school system related to the publication activity of faculty, including publications in journals indexed in international citation databases Scopus and Web of Science. The author argues that the vast majority of scientific and pedagogical workers of Russian universities, especially those teaching social and economic disciplines, are unable to provide the necessary number of such publications required by the administration, due to both organizational and financial reasons. In order to ensure at least a relative balance between the interests of the faculty and their employer, it is proposed to create new structural entities in large public and private universities – centers for support of the publication activity of teachers. The author has developed a project of standard organizational structure of management for this Center, as well as an algorithm of its work and the main functions of its divisions.
本文讨论了俄罗斯高等学校系统中教师出版活动的现状，包括在国际引文数据库Scopus和Web of Science收录的期刊上发表的文章。发件人认为，俄罗斯大学的绝大多数科学工作者和教学工作者，特别是教授社会和经济学科的工作者，由于组织和财政原因，无法提供行政部门要求的必要数量的这类出版物。为了确保教师和雇主之间的利益至少相对平衡，建议在大型公立和私立大学中建立新的结构实体-支持教师出版活动的中心。作者制定了该中心的标准管理组织结构方案，以及该中心的工作算法和各部门的主要职能。
{"title":"Публикационная активность преподавателей отечественной высшей школы и резервы её повышения","authors":"Алавердов Ашот Робертович","doi":"10.31992/0869-3617-2019-28-2-23-36","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-23-36","url":null,"abstract":"The article discusses the current situation in the Russian higher school system related to the publication activity of faculty, including publications in journals indexed in international citation databases Scopus and Web of Science. The author argues that the vast majority of scientific and pedagogical workers of Russian universities, especially those teaching social and economic disciplines, are unable to provide the necessary number of such publications required by the administration, due to both organizational and financial reasons. In order to ensure at least a relative balance between the interests of the faculty and their employer, it is proposed to create new structural entities in large public and private universities – centers for support of the publication activity of teachers. The author has developed a project of standard organizational structure of management for this Center, as well as an algorithm of its work and the main functions of its divisions.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"28 1","pages":"23-37"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863204","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-2-94-103
I. Korotkina
Classical elements permeate global academic discourse and scientific terminology. Understanding the meanings and functioning of these elements can help multilingual scholars cope with disciplinary literature and write for publication and is therefore essential in teaching English for academic and specific purposes. However, few manuals on academic vocabulary explore word-formation in-depth or use it as a tool to alleviate learning through analysis and synthesis rather than memorizing words. Russian, as many other European languages, is a synthetic language in which affixation is as productive as in Latin. The paper presents a well-designed and approbated course of academic vocabulary for social scientists, analyses relationships between linguistic studies and teaching academic vocabulary, and discusses the ways of increasing the effectiveness and clarity of teaching by more systematic study of classical elements, enhancing students’ analytical skills through innovative methodology and using the advantages of similarities between Russian and Latin word-formation. Comparative analysis demonstrates that the key features of the course, such as interactive computer-based visual materials and various analytical tasks involving students’ background knowledge and academic awareness, help students not only decipher unknown words, but also produce neologisms, which is essential in coping with new terminology. Published as a book, Academic Vocabulary for Social Sciences is now available for teachers, students and researchers as a resource for study and self-study. The effectiveness of the approach demonstrates that it can be used as a model to design similar specific vocabulary courses for students of other synthetic languages.
{"title":"Teaching Academic English Corpus Trough Word-formation","authors":"I. Korotkina","doi":"10.31992/0869-3617-2019-28-2-94-103","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-94-103","url":null,"abstract":"Classical elements permeate global academic discourse and scientific terminology. Understanding the meanings and functioning of these elements can help multilingual scholars cope with disciplinary literature and write for publication and is therefore essential in teaching English for academic and specific purposes. However, few manuals on academic vocabulary explore word-formation in-depth or use it as a tool to alleviate learning through analysis and synthesis rather than memorizing words. Russian, as many other European languages, is a synthetic language in which affixation is as productive as in Latin. The paper presents a well-designed and approbated course of academic vocabulary for social scientists, analyses relationships between linguistic studies and teaching academic vocabulary, and discusses the ways of increasing the effectiveness and clarity of teaching by more systematic study of classical elements, enhancing students’ analytical skills through innovative methodology and using the advantages of similarities between Russian and Latin word-formation. Comparative analysis demonstrates that the key features of the course, such as interactive computer-based visual materials and various analytical tasks involving students’ background knowledge and academic awareness, help students not only decipher unknown words, but also produce neologisms, which is essential in coping with new terminology. Published as a book, Academic Vocabulary for Social Sciences is now available for teachers, students and researchers as a resource for study and self-study. The effectiveness of the approach demonstrates that it can be used as a model to design similar specific vocabulary courses for students of other synthetic languages.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41507242","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 : 2019-03-07DOI: 10.31992/0869-3617-2019-28-1-119-129
A. A. Polonnikov
The paper contains an “asymmetric commentary” on a philosophical text by means of its subsequent placing in the educational contexts. The first of them is related to an explication of the cultural mission of a pedagogical project suggested by the article. The second one is aimed at the analysis of the pedagogical action of the text determined by the writing/reading samples placed in it. The third one performs the function of a counter-text problematizing a pedagogical program of the article being commented. The exhaustion of orientation to symbolic identification with invariant symbols of culture is substantiated. Educational transformation is connected with overcoming the methodological individualism. Education is transformed into a subject of public collaboration. The emphasis in collective work has to be placed not on establishment of the coordinated definition situation, but on the conflict of its interpretations, collision of practical positions and detection of qualitatively various educational prospects. The commentary by means of the trial-and-error method also researches a possibility of building a demonstrative description able to cause dereification effects in the writing/reading processes. It is supposed that deconstructive writing can become a major element of students’ academic competence in the process of university training.
{"title":"Educational Policies of Writing and Reading (A commentary on D.G. Ryndin’s article “Merab Mamardashvili: event of thought and pedagogic practice”)","authors":"A. A. Polonnikov","doi":"10.31992/0869-3617-2019-28-1-119-129","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-1-119-129","url":null,"abstract":"The paper contains an “asymmetric commentary” on a philosophical text by means of its subsequent placing in the educational contexts. The first of them is related to an explication of the cultural mission of a pedagogical project suggested by the article. The second one is aimed at the analysis of the pedagogical action of the text determined by the writing/reading samples placed in it. The third one performs the function of a counter-text problematizing a pedagogical program of the article being commented. The exhaustion of orientation to symbolic identification with invariant symbols of culture is substantiated. Educational transformation is connected with overcoming the methodological individualism. Education is transformed into a subject of public collaboration. The emphasis in collective work has to be placed not on establishment of the coordinated definition situation, but on the conflict of its interpretations, collision of practical positions and detection of qualitatively various educational prospects. The commentary by means of the trial-and-error method also researches a possibility of building a demonstrative description able to cause dereification effects in the writing/reading processes. It is supposed that deconstructive writing can become a major element of students’ academic competence in the process of university training.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211851","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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