Introduction. The process of creation of academic texts by students is actively studied in the global higher education system in connection with the target of shaping students’ general research and learning activities. The aim of the paper is studying the specifics of students’ abstracting scientific texts, viewed as a productive learning task. Materials and methods. The study of the scientific texts abstracting process involved 125 second-year Bachelor degree students majoring in engineering and technical fields. The survey involved qualitative and quantitative content analysis of texts of abstracts. A fragment of students’ substantiation of applied relevance of a selected topic in the academic discipline “Fundamentals of Psychology” served as a unit of the analysis. Results. As shown by the analysis of the abstracts’ content, a total of 88% of students originally treated the abstracting task as a reproductive target, i.e. the abstract is treated as a text compiled from materials of educational, methodological and scientific literature. After refining the texts of abstracts, 76% of the students eventually reached the level of explicit personalised substantiation of practical application of the theoretical knowledge. Abstracting as a productive learning target contains novelty and variability of solutions; its fulfilment supposes the students’ effective substantiation of the applied significance of the explored subject. Under this condition, such components of the abstracting process as motivational, intellectual, operational, axiological and communicative ones are actualised. Conclusion. It is possible to distinguish two main strategies of teaching students to create scientific texts: 1) formation of specific skills, abilities and competences; 2) development of scientific worldview, academic literacy, methodological culture. In the authors’ opinion, every subject area, types of preparation work and academic classes have a potential for simultaneous realisation of the given positions. Further research should envisage perfection of the individual approach towards involvement of greater number of students in solving productive/creative learning targets.
{"title":"Academic texts reviewing as a productive training task","authors":"Nikolay D. Lyssakov, Elena N. Lyssakova","doi":"10.32744/pse.2023.5.13","DOIUrl":"https://doi.org/10.32744/pse.2023.5.13","url":null,"abstract":"Introduction. The process of creation of academic texts by students is actively studied in the global higher education system in connection with the target of shaping students’ general research and learning activities. The aim of the paper is studying the specifics of students’ abstracting scientific texts, viewed as a productive learning task. Materials and methods. The study of the scientific texts abstracting process involved 125 second-year Bachelor degree students majoring in engineering and technical fields. The survey involved qualitative and quantitative content analysis of texts of abstracts. A fragment of students’ substantiation of applied relevance of a selected topic in the academic discipline “Fundamentals of Psychology” served as a unit of the analysis. Results. As shown by the analysis of the abstracts’ content, a total of 88% of students originally treated the abstracting task as a reproductive target, i.e. the abstract is treated as a text compiled from materials of educational, methodological and scientific literature. After refining the texts of abstracts, 76% of the students eventually reached the level of explicit personalised substantiation of practical application of the theoretical knowledge. Abstracting as a productive learning target contains novelty and variability of solutions; its fulfilment supposes the students’ effective substantiation of the applied significance of the explored subject. Under this condition, such components of the abstracting process as motivational, intellectual, operational, axiological and communicative ones are actualised. Conclusion. It is possible to distinguish two main strategies of teaching students to create scientific texts: 1) formation of specific skills, abilities and competences; 2) development of scientific worldview, academic literacy, methodological culture. In the authors’ opinion, every subject area, types of preparation work and academic classes have a potential for simultaneous realisation of the given positions. Further research should envisage perfection of the individual approach towards involvement of greater number of students in solving productive/creative learning targets.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454730","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}
Maria V. Tereshina, Inna V. Miroshnichenko, Evgeniya V. Atamas
Introduction. The prerequisite for the study was the contradictions between the declared need to form environmental culture of youth and the lack of a unified approach to the interpretation of the essence of this category, its structure and the process of formation, between the expansion of the range of different actors carrying out environmental education activities in the youth environment, the growth in the number of their activities and the lack of systematization in this matter, as well as the objective lack of effective institutional algorithms for the formation and development of environmental culture of youth. The purpose of the study is to characterize the institutional conditions, key problems and prospects for the implementation of practices of formation of environmental culture of youth. Materials and methods. The research methods included the analysis of regulatory and legal documents on the topic of the study and expert survey of organizers of educational, educational and awareness-raising activities of environmental orientation for youth in the Krasnodar region. The expert survey was conducted in the form of a semi-structured interview on the basis of a questionnaire developed by the authors, including a set of open questions about institutional conditions, problems and prospects for the formation of environmental culture of youth and closed formalized questions that allow us to assess the current state of practice in the formation of environmental culture of youth. The selection of experts was carried out by the «snowball» method. Results. The study revealed the declarative nature of most of the existing legislative norms in the field of environmental culture formation among youth and the lack of an effective mechanism for their implementation, taking into account local conditions and peculiarities, especially with regard to the younger generation. The majority of experts expressed a consolidated opinion on the insufficient coverage of young people with practices of environmental education and awareness and insufficient use of the potential of various actors in the formation of environmental culture in the context of the need to increase staffing, develop interdisciplinary and project competencies of practice initiators and improve the effectiveness of intersectoral cooperation Conclusion. The most effective response to the current situation can be regular monitoring of the system of formation of environmental culture of youth and its institutional design to update the normativelegal, information-discursive, personnel and methodological support, as well as the creation of regional coordination centers for effective interdepartmental and intersectoral cooperation, taking into account the regional context.
{"title":"Practices of the youth ecological culture formation: institutional conditions, problems and prospects of implementation","authors":"Maria V. Tereshina, Inna V. Miroshnichenko, Evgeniya V. Atamas","doi":"10.32744/pse.2023.5.25","DOIUrl":"https://doi.org/10.32744/pse.2023.5.25","url":null,"abstract":"Introduction. The prerequisite for the study was the contradictions between the declared need to form environmental culture of youth and the lack of a unified approach to the interpretation of the essence of this category, its structure and the process of formation, between the expansion of the range of different actors carrying out environmental education activities in the youth environment, the growth in the number of their activities and the lack of systematization in this matter, as well as the objective lack of effective institutional algorithms for the formation and development of environmental culture of youth. The purpose of the study is to characterize the institutional conditions, key problems and prospects for the implementation of practices of formation of environmental culture of youth. Materials and methods. The research methods included the analysis of regulatory and legal documents on the topic of the study and expert survey of organizers of educational, educational and awareness-raising activities of environmental orientation for youth in the Krasnodar region. The expert survey was conducted in the form of a semi-structured interview on the basis of a questionnaire developed by the authors, including a set of open questions about institutional conditions, problems and prospects for the formation of environmental culture of youth and closed formalized questions that allow us to assess the current state of practice in the formation of environmental culture of youth. The selection of experts was carried out by the «snowball» method. Results. The study revealed the declarative nature of most of the existing legislative norms in the field of environmental culture formation among youth and the lack of an effective mechanism for their implementation, taking into account local conditions and peculiarities, especially with regard to the younger generation. The majority of experts expressed a consolidated opinion on the insufficient coverage of young people with practices of environmental education and awareness and insufficient use of the potential of various actors in the formation of environmental culture in the context of the need to increase staffing, develop interdisciplinary and project competencies of practice initiators and improve the effectiveness of intersectoral cooperation Conclusion. The most effective response to the current situation can be regular monitoring of the system of formation of environmental culture of youth and its institutional design to update the normativelegal, information-discursive, personnel and methodological support, as well as the creation of regional coordination centers for effective interdepartmental and intersectoral cooperation, taking into account the regional context.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454869","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}
Introduction. Educational independence is of major importance for the modern teachers’ work; its development is significant for training of future pedagogues. The development of educational independence oriented at the changes of the present and the future and at continuous self-improvement requires applying innovative pedagogical strategies and technologies. The introduction of project activity organisation technology for students of pedagogical profile, to be implemented in the educational process at the initial stages of training, is applied fragmentarily and is not comprehensively researched. Aim of the research: theoretical substantiation and approbation of project activity organisation technology for the development of students’ – future pedagogues’ – educational independence. Materials and methods. The participants of the experimental survey were represented by students majoring in “Pedagogical Education (different profiles)” at Tambov State University named after G.R. Derzhavin (45 persons) and State University of Education (45 persons) in 2022-2023 academic year. Theoretical research methods: analysis and generalisation of the history of the given issue, modern approaches to the development of educational independence, pedagogy of project activity. Empirical research methods: “Assessment of the ability for self-development, self-education” (V.I. Andreev), “Readiness for self-development” (V. Pavlov); expert card for assessing educational independence; assessment of project activity results; questioning; observation; content analysis of reflective texts. Statistical methods: Mann-Whitney U test. Results. The project activity organisation technology was developed for the formation of educational independence of a student – future pedagogue at the initial stage (level – Bachelor degree), depending on the initial level of preexisting educational independence (Introductory stage; Corrective stage; Development stage; Intermediate goal achievement stage). It was established that the use of the project activity organisation technology in the educational process has a positive impact on the development of educational independence of a student – future pedagogue. The research results confirmed the positive dynamics of this influence. The expedience of using project activities in future pedagogues teaching process was duly substantiated. The students, participating in project activities, select the field within the chosen speciality which will help them to realise their full potential in the future. It was revealed that the application of the designed technology showed effectiveness in the development of educational independence of a student – future pedagogue according to the following criteria: motivational/target-oriented (U = 584; p ≤ 0.01); cognitive/activity-based (U = 531.5; p ≤ 0.01) and evaluative/reflexive (U = 547.5; p ≤ 0.01). Conclusion. The novelty of the implemented research lies in the development of a project activity organisation
{"title":"Technology of organising students’ project activities towards development of educational independence of a future pedagogue","authors":"Natalya V. Garashkina, Anastasia A. Druzhinina","doi":"10.32744/pse.2023.5.9","DOIUrl":"https://doi.org/10.32744/pse.2023.5.9","url":null,"abstract":"Introduction. Educational independence is of major importance for the modern teachers’ work; its development is significant for training of future pedagogues. The development of educational independence oriented at the changes of the present and the future and at continuous self-improvement requires applying innovative pedagogical strategies and technologies. The introduction of project activity organisation technology for students of pedagogical profile, to be implemented in the educational process at the initial stages of training, is applied fragmentarily and is not comprehensively researched. Aim of the research: theoretical substantiation and approbation of project activity organisation technology for the development of students’ – future pedagogues’ – educational independence. Materials and methods. The participants of the experimental survey were represented by students majoring in “Pedagogical Education (different profiles)” at Tambov State University named after G.R. Derzhavin (45 persons) and State University of Education (45 persons) in 2022-2023 academic year. Theoretical research methods: analysis and generalisation of the history of the given issue, modern approaches to the development of educational independence, pedagogy of project activity. Empirical research methods: “Assessment of the ability for self-development, self-education” (V.I. Andreev), “Readiness for self-development” (V. Pavlov); expert card for assessing educational independence; assessment of project activity results; questioning; observation; content analysis of reflective texts. Statistical methods: Mann-Whitney U test. Results. The project activity organisation technology was developed for the formation of educational independence of a student – future pedagogue at the initial stage (level – Bachelor degree), depending on the initial level of preexisting educational independence (Introductory stage; Corrective stage; Development stage; Intermediate goal achievement stage). It was established that the use of the project activity organisation technology in the educational process has a positive impact on the development of educational independence of a student – future pedagogue. The research results confirmed the positive dynamics of this influence. The expedience of using project activities in future pedagogues teaching process was duly substantiated. The students, participating in project activities, select the field within the chosen speciality which will help them to realise their full potential in the future. It was revealed that the application of the designed technology showed effectiveness in the development of educational independence of a student – future pedagogue according to the following criteria: motivational/target-oriented (U = 584; p ≤ 0.01); cognitive/activity-based (U = 531.5; p ≤ 0.01) and evaluative/reflexive (U = 547.5; p ≤ 0.01). Conclusion. The novelty of the implemented research lies in the development of a project activity organisation ","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455404","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}
Introduction. Modern information-based society puts forward the issues of obtaining, mastering, processing and understanding knowledge as a product of intellectual activity. Involvement in various types of information activities forms cognitive culture, and the up-to-date strategy of foreign language education is associated with disclosing the intellectual-forming potential of teaching, educating and helping students develop through the means of the studied language. The study aims to identify the pedagogical conditions which, through foreign language education, form cognitive culture as a key component of the intellectual personal culture of future teachers. Materials and methods. Methodologically, the study was based on the concepts of cognizant mental principle and activity, of the intellectualization of professional education, and of developed personal and intellectual culture, as well as on individual, environmental, personal-activity, communicative-cognitive, and technological approaches to developing rational and cognitive thinking and developing mental labor culture. Research methods: analysis of psychological, pedagogical and methodological literature on the research topic; qualitative and quantitative analysis of the empirical material, methodological data interpretation. Research results. The study revealed theoretical and empirical grounds for pedagogical conditions and for technological and diagnostic tools which form cognitive culture of bachelor students learning a foreign language. The former are related to the manifestation, development and regulation of intellectual skills (mental activity, intellectual search personality qualities, information behavior, criticality and logical thinking), of cognitive style (individual ways of processing information, rationality and reflexivity, flexible cognitive control), and of mental experience (intellectual maturity, ability to positively transfer knowledge, skills and competences). Conclusions. In university students, cognitive and metacognitive abilities for further inclusion in the authentic socio-cultural and professional context of life are developed through modeling, contextual, and socially oriented educational technologies that possess the characteristics of problem-based learning.
{"title":"Forming cognitive culture of bachelor students during foreign language learning","authors":"Olga V. Volodina","doi":"10.32744/pse.2023.5.19","DOIUrl":"https://doi.org/10.32744/pse.2023.5.19","url":null,"abstract":"Introduction. Modern information-based society puts forward the issues of obtaining, mastering, processing and understanding knowledge as a product of intellectual activity. Involvement in various types of information activities forms cognitive culture, and the up-to-date strategy of foreign language education is associated with disclosing the intellectual-forming potential of teaching, educating and helping students develop through the means of the studied language. The study aims to identify the pedagogical conditions which, through foreign language education, form cognitive culture as a key component of the intellectual personal culture of future teachers. Materials and methods. Methodologically, the study was based on the concepts of cognizant mental principle and activity, of the intellectualization of professional education, and of developed personal and intellectual culture, as well as on individual, environmental, personal-activity, communicative-cognitive, and technological approaches to developing rational and cognitive thinking and developing mental labor culture. Research methods: analysis of psychological, pedagogical and methodological literature on the research topic; qualitative and quantitative analysis of the empirical material, methodological data interpretation. Research results. The study revealed theoretical and empirical grounds for pedagogical conditions and for technological and diagnostic tools which form cognitive culture of bachelor students learning a foreign language. The former are related to the manifestation, development and regulation of intellectual skills (mental activity, intellectual search personality qualities, information behavior, criticality and logical thinking), of cognitive style (individual ways of processing information, rationality and reflexivity, flexible cognitive control), and of mental experience (intellectual maturity, ability to positively transfer knowledge, skills and competences). Conclusions. In university students, cognitive and metacognitive abilities for further inclusion in the authentic socio-cultural and professional context of life are developed through modeling, contextual, and socially oriented educational technologies that possess the characteristics of problem-based learning.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454727","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}
Sergey V. Gorbatov, Elena N. Arbuzova, Alla V. Shaboltas
Introduction. Modern psychological research requires constantly expanding the diagnostic apparatus which is transformed and supplemented depending on current issues of scientific and societal development. Among these diagnostic issues are problems associated with self-awareness and body awareness, with self-destruction and with human body boundaries, which underlie a person’s ideas about themselves. Materials and Methods. The 2022 study included 866 participants of both sexes, aged 13-41. Of these, 263 participants had various forms of deviant behavior, including self-destructive behavior. The control sample comprised several subgroups (respondents of different educational levels, age and lifestyle) and amounted to 603 people. Research methods included: specialized literature review, testing, and data interpretation and analysis. The study was based on the BIS created by I. Orbach and M. Mikulinser to study the emotional processes associated with a person’s attitude towards their body, as well as to identify markers of self-destructive and suicidal behavior. The mathematical statistics methods were as follows: principal component analysis with varimax rotation, Ward's method, and Cronbach's alpha coefficient. Results. The obtained results revealed that factor and cluster organization of the questionnaire confirm the original author’s version and allow using not only the integral indicator but also subscale components such as bodily care, self-acceptance, body protection, hostility towards one’s body, risk-taking, tactile comfort, and distance control, all allowing for a more differentiated approach to assessing various behavioral deviations. Cronbach's α coefficient analysis (0.831) also confirmed the reliability of the BIS. Conclusion. An initial check of the BIS by main psychometric indicators reveals a possibility of using its Russian version to assess both individual bodily experiences and attitudes towards one’s body as a whole.
{"title":"Approbation of the Russian version of the Body Investment Scale (BIS)","authors":"Sergey V. Gorbatov, Elena N. Arbuzova, Alla V. Shaboltas","doi":"10.32744/pse.2023.5.36","DOIUrl":"https://doi.org/10.32744/pse.2023.5.36","url":null,"abstract":"Introduction. Modern psychological research requires constantly expanding the diagnostic apparatus which is transformed and supplemented depending on current issues of scientific and societal development. Among these diagnostic issues are problems associated with self-awareness and body awareness, with self-destruction and with human body boundaries, which underlie a person’s ideas about themselves. Materials and Methods. The 2022 study included 866 participants of both sexes, aged 13-41. Of these, 263 participants had various forms of deviant behavior, including self-destructive behavior. The control sample comprised several subgroups (respondents of different educational levels, age and lifestyle) and amounted to 603 people. Research methods included: specialized literature review, testing, and data interpretation and analysis. The study was based on the BIS created by I. Orbach and M. Mikulinser to study the emotional processes associated with a person’s attitude towards their body, as well as to identify markers of self-destructive and suicidal behavior. The mathematical statistics methods were as follows: principal component analysis with varimax rotation, Ward's method, and Cronbach's alpha coefficient. Results. The obtained results revealed that factor and cluster organization of the questionnaire confirm the original author’s version and allow using not only the integral indicator but also subscale components such as bodily care, self-acceptance, body protection, hostility towards one’s body, risk-taking, tactile comfort, and distance control, all allowing for a more differentiated approach to assessing various behavioral deviations. Cronbach's α coefficient analysis (0.831) also confirmed the reliability of the BIS. Conclusion. An initial check of the BIS by main psychometric indicators reveals a possibility of using its Russian version to assess both individual bodily experiences and attitudes towards one’s body as a whole.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454867","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}
Elena I. Eroshenkova, Daria I. Mikhaylova, Svetlana I. Ostapenko, Elena A. Karabutova, Anna V. Litvinova
Introduction. In modern society it is necessary to acquire the new meanings and value orientations of the education mission. The context of understanding and the significant reference points hierarchy in the education sphere are constantly changing in the world. The ways to realize socially significant priorities in the sphere of education are widely represented in the international scientific and pedagogical space, but they are of a fragmented character, which does not allow a particular state, society, family and individual fully meeting the prosocial needs. The social demands in Russia are connected with a clear understanding of the need to educate a citizen and a patriot in accordance with the traditional spiritual and moral values and prosocial pedagogical attitudes. In terms of regulatory framework a serious groundwork for the realization of the prosocial mission of modern education has been created. Research goal is to determine the main characteristics of the prosocial mission of education in the current information and regulatory framework in order to identify the growth points and to develop the ways for their implementation in the Russian society. Research methodology and methods. The research is based on the methodology and basic pedagogical ideas of prosocial approach; the authors used qualitative analysis of data obtained from information, regulatory sources, scientific literature and expert opinion study, as well as observation, comparison, conceptual foresight and problem-logical methods. The empirical research was based on survey methods – questionnaires, expert survey (1,150 people) and discussion of the results obtained in focus groups of experts (more than 100 people) and representatives of five general education organizations in Belgorod and Belgorod region (53 people). Research insights. The actual source and regulatory framework of the phenomenon under study has been identified. It is defined that the prosocial mission of education considers the role of education in the development of positive traits of young people and sustainable development of society. Two groups of growth points of the prosocial mission of education are identified: 1) reflection of the international priorities (supporting the ideas of sustainable development of education at the political level; reforming the education and professional training spheres; improving professional level of pedagogical staff; involving young people; activating local population representatives); 2) national dominants (values and quality of education; social design and volunteering; teacher helping activity; communication and interaction in teaching). Conclusion. Understanding prosocial mission of education, teaching staff can choose the content, forms and ways to arrange the education process, to construct the communication style and use helping pedagogical strategies, to make the criteria choice to evaluate the educational outcome.
{"title":"Prosocial mission of education: regulatory framework and growth points","authors":"Elena I. Eroshenkova, Daria I. Mikhaylova, Svetlana I. Ostapenko, Elena A. Karabutova, Anna V. Litvinova","doi":"10.32744/pse.2023.5.1","DOIUrl":"https://doi.org/10.32744/pse.2023.5.1","url":null,"abstract":"Introduction. In modern society it is necessary to acquire the new meanings and value orientations of the education mission. The context of understanding and the significant reference points hierarchy in the education sphere are constantly changing in the world. The ways to realize socially significant priorities in the sphere of education are widely represented in the international scientific and pedagogical space, but they are of a fragmented character, which does not allow a particular state, society, family and individual fully meeting the prosocial needs. The social demands in Russia are connected with a clear understanding of the need to educate a citizen and a patriot in accordance with the traditional spiritual and moral values and prosocial pedagogical attitudes. In terms of regulatory framework a serious groundwork for the realization of the prosocial mission of modern education has been created. Research goal is to determine the main characteristics of the prosocial mission of education in the current information and regulatory framework in order to identify the growth points and to develop the ways for their implementation in the Russian society. Research methodology and methods. The research is based on the methodology and basic pedagogical ideas of prosocial approach; the authors used qualitative analysis of data obtained from information, regulatory sources, scientific literature and expert opinion study, as well as observation, comparison, conceptual foresight and problem-logical methods. The empirical research was based on survey methods – questionnaires, expert survey (1,150 people) and discussion of the results obtained in focus groups of experts (more than 100 people) and representatives of five general education organizations in Belgorod and Belgorod region (53 people). Research insights. The actual source and regulatory framework of the phenomenon under study has been identified. It is defined that the prosocial mission of education considers the role of education in the development of positive traits of young people and sustainable development of society. Two groups of growth points of the prosocial mission of education are identified: 1) reflection of the international priorities (supporting the ideas of sustainable development of education at the political level; reforming the education and professional training spheres; improving professional level of pedagogical staff; involving young people; activating local population representatives); 2) national dominants (values and quality of education; social design and volunteering; teacher helping activity; communication and interaction in teaching). Conclusion. Understanding prosocial mission of education, teaching staff can choose the content, forms and ways to arrange the education process, to construct the communication style and use helping pedagogical strategies, to make the criteria choice to evaluate the educational outcome.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455407","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}
Liubov V. Darzhinova, Svetlana V. Darzhinova, Zinaida O. Kekeeva
Introduction. In the wake of the Coronavirus disease (COVID-19) pandemic, universities around the world had been forced to urgently switch to emergency remote teaching (ERT) to ensure the health safety of students and staff. This situation revealed various problems, e.g., insufficient level of information infrastructure, the lack of online resources for learning, and the unwillingness of instructors to use digital educational platforms. The aim of this survey study was to explore how undergraduate students of language education programs in Russia perceived the process of transition to the ERT amid the COVID-19 pandemic and the corresponding difficulties and benefits. Materials and methods. The task force (inclusive of the two authors of this paper) of the Kalmyk State University developed the questionnaire “Attitudes of students to emergency remote teaching,” which was used in an online survey of 98 undergraduate students enrolled in five language education programs. The survey response rate was calculated to eliminate the non-response bias. Visualization of the obtained data was conducted using donut and pie charts, as well as a line graph. Results. It was found that 52,93% of the surveyed students had a positive impression about their learning amid the ERT. At the same time, the shift to the ERT reportedly did not alter the ideas about education among 47,90% of the respondents. If they were given a choice, 49,68% of the students would like to have a mix of synchronous and asynchronous learning. About 60% of the surveyed students noted that most instructors were proficient in technology at a level sufficient for effective remote teaching. More than half of the respondents (57,17%) named technical issues, e.g., Internet speed, poor connection quality, as major difficulties during the ERT. Among the advantages were named the opportunity to study in a comfortable environment (48,52%), saving time and money on commuting (43,84%), expansion of available resources and tools (43,02%), inter alia. The most popular answers regarding disadvantages of the ERT are the lack of student life and personal communication with other students (39,37%) and a large amount of independent work (32,62%). Conclusion. Language students in Russia were mostly positive about emergency distance teaching. Difficulties during emergency distance learning were related to low self-regulation, the unreliable nature of technology, and the lack of a suitable learning environment. The psychological difficulties the students encountered during this time may have interfered with their socialization and require further consideration in research.
{"title":"Emergency remote teaching in Russia: exploring the views of undergraduate language education students","authors":"Liubov V. Darzhinova, Svetlana V. Darzhinova, Zinaida O. Kekeeva","doi":"10.32744/pse.2023.5.4","DOIUrl":"https://doi.org/10.32744/pse.2023.5.4","url":null,"abstract":"Introduction. In the wake of the Coronavirus disease (COVID-19) pandemic, universities around the world had been forced to urgently switch to emergency remote teaching (ERT) to ensure the health safety of students and staff. This situation revealed various problems, e.g., insufficient level of information infrastructure, the lack of online resources for learning, and the unwillingness of instructors to use digital educational platforms. The aim of this survey study was to explore how undergraduate students of language education programs in Russia perceived the process of transition to the ERT amid the COVID-19 pandemic and the corresponding difficulties and benefits. Materials and methods. The task force (inclusive of the two authors of this paper) of the Kalmyk State University developed the questionnaire “Attitudes of students to emergency remote teaching,” which was used in an online survey of 98 undergraduate students enrolled in five language education programs. The survey response rate was calculated to eliminate the non-response bias. Visualization of the obtained data was conducted using donut and pie charts, as well as a line graph. Results. It was found that 52,93% of the surveyed students had a positive impression about their learning amid the ERT. At the same time, the shift to the ERT reportedly did not alter the ideas about education among 47,90% of the respondents. If they were given a choice, 49,68% of the students would like to have a mix of synchronous and asynchronous learning. About 60% of the surveyed students noted that most instructors were proficient in technology at a level sufficient for effective remote teaching. More than half of the respondents (57,17%) named technical issues, e.g., Internet speed, poor connection quality, as major difficulties during the ERT. Among the advantages were named the opportunity to study in a comfortable environment (48,52%), saving time and money on commuting (43,84%), expansion of available resources and tools (43,02%), inter alia. The most popular answers regarding disadvantages of the ERT are the lack of student life and personal communication with other students (39,37%) and a large amount of independent work (32,62%). Conclusion. Language students in Russia were mostly positive about emergency distance teaching. Difficulties during emergency distance learning were related to low self-regulation, the unreliable nature of technology, and the lack of a suitable learning environment. The psychological difficulties the students encountered during this time may have interfered with their socialization and require further consideration in research.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455566","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}
Elena F. Usmanova, Tatiana V. Khudoykina, Olga V. Adaeva
Introduction. The solution of the formation and development problem of legal-communicative competence within the framework of higher education is one of the most urgent issues of legal education modernization, as the mastery of such competence is considered a component of professional suitability and is a special competitive advantage in the legal profession. The aim of the article is to analyse theoretical and practical aspects of the formation and development of legalcommunicative competence in accordance with its structural elements within the framework of higher legal education. Materials and methods. The complex content of the elements of legal-communicative competence determined the use of an interdisciplinary approach to its research and the application of legal, pedagogical, philological and psychological scientific methodologies. The materials of the research were scientific works devoted to the problems of communicative competence, various aspects of the formation and development of communicative competence in legal education, materials of scientific periodicals, dissertations, works of the world's leading scientists in the field of communicative competence, materials and reports of UNESCO in the field of education, which are publicly available on the Internet and in official reports. Results. The formation and development of legal-communicative competence can be considered through the prism of its structural elements formation. Pedagogical conditions for the formation and development of individual elements of legal-communicative competence include acquiring the skills of communicative competence in the study of various disciplines throughout the period of study (integration of theoretical and practical training, increased attention to legal practice, involvement of practicing lawyers in the educational process), as well as the acquisition of communicative skills in the framework of certain special disciplines (such as "Speech Culture and Business Communication", "Legal Conflictology", "Legal Argumentation", etc.). Conclusion. The practical significance of the results is determined by the development of recommendations for the formation of legal-communicative competence. The educational process should take into account the pedagogical conditions of the formation of communicative competence of future lawyers, which will ensure their readiness to interact in the professional sphere and to cooperate.
{"title":"Formation and development of legal-communicative competence in the framework of higher legal education","authors":"Elena F. Usmanova, Tatiana V. Khudoykina, Olga V. Adaeva","doi":"10.32744/pse.2023.5.15","DOIUrl":"https://doi.org/10.32744/pse.2023.5.15","url":null,"abstract":"Introduction. The solution of the formation and development problem of legal-communicative competence within the framework of higher education is one of the most urgent issues of legal education modernization, as the mastery of such competence is considered a component of professional suitability and is a special competitive advantage in the legal profession. The aim of the article is to analyse theoretical and practical aspects of the formation and development of legalcommunicative competence in accordance with its structural elements within the framework of higher legal education. Materials and methods. The complex content of the elements of legal-communicative competence determined the use of an interdisciplinary approach to its research and the application of legal, pedagogical, philological and psychological scientific methodologies. The materials of the research were scientific works devoted to the problems of communicative competence, various aspects of the formation and development of communicative competence in legal education, materials of scientific periodicals, dissertations, works of the world's leading scientists in the field of communicative competence, materials and reports of UNESCO in the field of education, which are publicly available on the Internet and in official reports. Results. The formation and development of legal-communicative competence can be considered through the prism of its structural elements formation. Pedagogical conditions for the formation and development of individual elements of legal-communicative competence include acquiring the skills of communicative competence in the study of various disciplines throughout the period of study (integration of theoretical and practical training, increased attention to legal practice, involvement of practicing lawyers in the educational process), as well as the acquisition of communicative skills in the framework of certain special disciplines (such as \"Speech Culture and Business Communication\", \"Legal Conflictology\", \"Legal Argumentation\", etc.). Conclusion. The practical significance of the results is determined by the development of recommendations for the formation of legal-communicative competence. The educational process should take into account the pedagogical conditions of the formation of communicative competence of future lawyers, which will ensure their readiness to interact in the professional sphere and to cooperate.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455761","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}
Introduction. The methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called "conversational lessons". Mikheev called his teaching approach "the method of whole sentences." For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For "nonRussian-born" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the d
{"title":"I. S. Mikheev's contribution to the development of methodological science and education of non-Russian peoples of the Middle Volga region","authors":"Vladimir B. Pomelov","doi":"10.32744/pse.2023.5.37","DOIUrl":"https://doi.org/10.32744/pse.2023.5.37","url":null,"abstract":"Introduction. The methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called \"conversational lessons\". Mikheev called his teaching approach \"the method of whole sentences.\" For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For \"nonRussian-born\" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the d","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455010","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}
Elena V. Borzova, Maria A. Shemanaeva, Linlin Zhao
Introduction. In the course of time and due to the development of science and technology, the understanding of the effective university foreign language classroom has changed. The most significant change took place during the pandemic when all the students had to attend online classes. Nevertheless, our assumption is that in view of the nature of the subject itself, teaching and learning languages either online or offline to science or humanitarian majors has common characteristics relevant to any type of the classroom. It has specific characteristics related to different educational traditions, ethnic cultures, learning environments, and primarily to the agents (both teachers and students) involved in the process. The purpose of this article is to explore what ideas are frequently proposed by researchers worldwide and their implementation in university foreign language classrooms in Russia and China both in online and offline types of teaching and learning. Materials and methods. The study involved 61 university teachers of foreign languages from Russia and China who answered the questions of the questionnaire. A combination of both qualitative and quantitative methods of action research was used in the study. The methods included a literature review, the development of teacher questionnaires, a comparative study, data analysis and data visualization. Results. The study has revealed the major trends that are apparent in university foreign language teaching and learning both online and offline. They are related to learner-centered (60% of Chinese teachers / 23% of Russian teachers), interactive (15% of Chinese teachers / 30% of Russian teachers) and fostering learners’ engagement (55% of Chinese teachers / 25% of Russian teachers) with an emphasis on the development of overall students` communication, social and thinking abilities (100% of Chinese teachers / 95% of Russian teachers). Among the didactic tools used by foreign language teachers in both countries interactive tasks are prevalent with 95% и 100% of the Chinese and Russian teachers choosing them respectively. Conclusion. The differences revealed during the study need further research due to a limited number of the teacher participants. The conclusions obtained in this study will help to understand the main trends in modern foreign language teaching and learning, and assist foreign language teachers in choosing appropriate classroom techniques for their practices in line with more specific aims and content.
{"title":"Theoretical and empirical prerequisites for university foreign language classrooms (based on the opinions of Russian and Chinese university teachers)","authors":"Elena V. Borzova, Maria A. Shemanaeva, Linlin Zhao","doi":"10.32744/pse.2023.5.17","DOIUrl":"https://doi.org/10.32744/pse.2023.5.17","url":null,"abstract":"Introduction. In the course of time and due to the development of science and technology, the understanding of the effective university foreign language classroom has changed. The most significant change took place during the pandemic when all the students had to attend online classes. Nevertheless, our assumption is that in view of the nature of the subject itself, teaching and learning languages either online or offline to science or humanitarian majors has common characteristics relevant to any type of the classroom. It has specific characteristics related to different educational traditions, ethnic cultures, learning environments, and primarily to the agents (both teachers and students) involved in the process. The purpose of this article is to explore what ideas are frequently proposed by researchers worldwide and their implementation in university foreign language classrooms in Russia and China both in online and offline types of teaching and learning. Materials and methods. The study involved 61 university teachers of foreign languages from Russia and China who answered the questions of the questionnaire. A combination of both qualitative and quantitative methods of action research was used in the study. The methods included a literature review, the development of teacher questionnaires, a comparative study, data analysis and data visualization. Results. The study has revealed the major trends that are apparent in university foreign language teaching and learning both online and offline. They are related to learner-centered (60% of Chinese teachers / 23% of Russian teachers), interactive (15% of Chinese teachers / 30% of Russian teachers) and fostering learners’ engagement (55% of Chinese teachers / 25% of Russian teachers) with an emphasis on the development of overall students` communication, social and thinking abilities (100% of Chinese teachers / 95% of Russian teachers). Among the didactic tools used by foreign language teachers in both countries interactive tasks are prevalent with 95% и 100% of the Chinese and Russian teachers choosing them respectively. Conclusion. The differences revealed during the study need further research due to a limited number of the teacher participants. The conclusions obtained in this study will help to understand the main trends in modern foreign language teaching and learning, and assist foreign language teachers in choosing appropriate classroom techniques for their practices in line with more specific aims and content.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455762","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：