Marina S. Chvanova, Irina A. Kiseleva, Maria S. Anureva
Introduction. The dynamic development of new forms of socialization of young people actualizes the need of the educational society to realize the pedagogical potential of Internet socialization of students in the international professional community. The realization of this potential will make it possible to rethink the pedagogical significance of professionally-oriented Internet networks and to identify the features of the organization of various types of professional practices on the Internet. The purpose of the study is to analyze the pedagogical potential of Internet socialization of youth in the international professional community in order to clarify the conceptual apparatus of professional pedagogy focused on the use of Internet technologies. Materials and methods. To analyze world-class publications on the research topic, the following bibliographic bases were used: Scopus, Web of Science, Lens and other international information systems of peer-reviewed scientific literature. To solve the research tasks, the following methods were used: system analysis, analysis of Internet information resources, classification, comparative analysis and questionnaires. The results of the study. Digital technologies for the Internet socialization of youth in the international professional community were analyzed. The features of the organization of various types of professional practices using the Internet were identified, which served as the basis for choosing the optimal directions for comparative analysis of internships using Internet technologies. A comparative analysis of the traditional form of internship and practice using Internet technologies was presented, taking into account the following criteria: the purpose of internship in the Internet, the process (stages) of internship, professional and value orientations, new Internet technologies of internship, subjects of the practice and educational process, administrative management. The results of the search and critical rethinking of the pedagogical potential of Internet socialization of students in the international professional community were presented, which made it possible to use theoretical research to clarify the conceptual apparatus of professional pedagogy focused on the use of professionally-oriented Internet technologies during various types of professional practices. Conclusion. The presented analysis made it possible to identify and substantiate the pedagogical potential of Internet socialization of youth in the international professional community, namely: new opportunities for expanding professional ties, access to professionally-oriented resources and information, mechanisms for improving the future professional profile and reputation of students. The potential and possibility of organizing educational and industrial practice on the Internet (freelance, online internships, online practices, etc.) were considered, the possible structure of the pedagogical system of Internet socializa
介绍。青年社会化新形式的动态发展，实现了教育社会在国际专业群体中实现学生网络社会化的教学潜力的需要。这一潜力的实现将使人们有可能重新思考以专业为导向的互联网的教学意义，并确定在互联网上各种类型的专业实践的组织特征。本研究的目的在于分析国际专业社群中青少年网际网路社会化的教学潜力，以厘清以网际网路技术使用为重点的专业教学法的概念架构。材料和方法。为了分析该研究课题的世界级出版物，我们使用了以下书目数据库:Scopus、Web of Science、Lens等国际同行评议的科学文献信息系统。为了完成研究任务，采用了系统分析、互联网信息资源分析、分类分析、比较分析和问卷调查等方法。研究的结果。分析了数字技术对国际专业社区青年网络社会化的影响。分析了利用互联网组织各类专业实习的特点，为选择利用互联网技术开展实习的最佳方向提供了依据。从互联网实习的目的、实习的过程(阶段)、实习的专业取向和价值取向、实习的互联网新技术、实习的主体和教育过程、行政管理等方面对传统形式的实习和利用互联网技术的实习进行了比较分析。本文提出了对国际专业社区学生互联网社会化的教学潜力的搜索和批判性反思的结果，这使得利用理论研究来澄清专业教育学的概念结构成为可能，该概念结构侧重于在各种类型的专业实践中使用专业导向的互联网技术。结论。所提出的分析使我们有可能确定和证实国际专业社区青年互联网社会化的教学潜力，即:扩大专业联系的新机会，获得面向专业的资源和信息，提高学生未来专业形象和声誉的机制。考虑了在互联网上组织教育和工业实践(自由职业、在线实习、在线实践等)的潜力和可能性，证实了国际专业社区青年互联网社会化教学体系的可能结构。
{"title":"Identification of the pedagogical potential of Internet socialization of youth in the international professional community","authors":"Marina S. Chvanova, Irina A. Kiseleva, Maria S. Anureva","doi":"10.32744/pse.2023.5.26","DOIUrl":"https://doi.org/10.32744/pse.2023.5.26","url":null,"abstract":"Introduction. The dynamic development of new forms of socialization of young people actualizes the need of the educational society to realize the pedagogical potential of Internet socialization of students in the international professional community. The realization of this potential will make it possible to rethink the pedagogical significance of professionally-oriented Internet networks and to identify the features of the organization of various types of professional practices on the Internet. The purpose of the study is to analyze the pedagogical potential of Internet socialization of youth in the international professional community in order to clarify the conceptual apparatus of professional pedagogy focused on the use of Internet technologies. Materials and methods. To analyze world-class publications on the research topic, the following bibliographic bases were used: Scopus, Web of Science, Lens and other international information systems of peer-reviewed scientific literature. To solve the research tasks, the following methods were used: system analysis, analysis of Internet information resources, classification, comparative analysis and questionnaires. The results of the study. Digital technologies for the Internet socialization of youth in the international professional community were analyzed. The features of the organization of various types of professional practices using the Internet were identified, which served as the basis for choosing the optimal directions for comparative analysis of internships using Internet technologies. A comparative analysis of the traditional form of internship and practice using Internet technologies was presented, taking into account the following criteria: the purpose of internship in the Internet, the process (stages) of internship, professional and value orientations, new Internet technologies of internship, subjects of the practice and educational process, administrative management. The results of the search and critical rethinking of the pedagogical potential of Internet socialization of students in the international professional community were presented, which made it possible to use theoretical research to clarify the conceptual apparatus of professional pedagogy focused on the use of professionally-oriented Internet technologies during various types of professional practices. Conclusion. The presented analysis made it possible to identify and substantiate the pedagogical potential of Internet socialization of youth in the international professional community, namely: new opportunities for expanding professional ties, access to professionally-oriented resources and information, mechanisms for improving the future professional profile and reputation of students. The potential and possibility of organizing educational and industrial practice on the Internet (freelance, online internships, online practices, etc.) were considered, the possible structure of the pedagogical system of Internet socializa","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454728","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}
Natalya A. Potapova, Maria N. Dmitrieva, Tatyana V. Vozbrannaya
Introduction. Currently, Russian paroemias are actively used in the process of teaching Russian as a foreign language in order to improve lessons, increase motivation to learn the language, illustrate typical situations of communication, activate cognitive and thinking abilities of foreign students. The purpose of the article is to describe the process of activating grammar and lexical skills of foreign students with the help of paroemias at different stages of learning. Research methods. In the course of the research we used: the method of directional sampling of material from paroemiological collections and dictionaries; methods of structural, semantic and contextual analysis of proverbs and sayings. Results. Paroemias reflect the folk wisdom, mentality, world outlook, life experience, notions of the surrounding reality, basic values of the Russian people, being important material, which promotes the development of language and communicative and speech skills of foreign students. Various types of assignments with Russian paroemias are used as a means of developing communication skills and abilities, as well as a source of additional scientific knowledge about natural objects, taking into account the direction of student training. Conclusion. The use of Russian paroemias in the process of teaching Russian as a foreign language is the basis for the formation of linguocultural and communicative competence, contributes to the activation of grammatical and lexical skills, the development of monologue and dialogic speech skills, the expansion of the lexicon, the formation of moral principles, the education of tolerant attitude towards language, culture, history, traditions and customs of other nations. The integration of oral folklore in the educational process is relevant for foreign students at different stages of learning. The vocabulary of paroemias is a special language layer, which can also be used by foreign students in their future professional sphere.
{"title":"Russian paroemias as a means of activating grammatical and lexical skills in the process of teaching foreign students","authors":"Natalya A. Potapova, Maria N. Dmitrieva, Tatyana V. Vozbrannaya","doi":"10.32744/pse.2023.5.21","DOIUrl":"https://doi.org/10.32744/pse.2023.5.21","url":null,"abstract":"Introduction. Currently, Russian paroemias are actively used in the process of teaching Russian as a foreign language in order to improve lessons, increase motivation to learn the language, illustrate typical situations of communication, activate cognitive and thinking abilities of foreign students. The purpose of the article is to describe the process of activating grammar and lexical skills of foreign students with the help of paroemias at different stages of learning. Research methods. In the course of the research we used: the method of directional sampling of material from paroemiological collections and dictionaries; methods of structural, semantic and contextual analysis of proverbs and sayings. Results. Paroemias reflect the folk wisdom, mentality, world outlook, life experience, notions of the surrounding reality, basic values of the Russian people, being important material, which promotes the development of language and communicative and speech skills of foreign students. Various types of assignments with Russian paroemias are used as a means of developing communication skills and abilities, as well as a source of additional scientific knowledge about natural objects, taking into account the direction of student training. Conclusion. The use of Russian paroemias in the process of teaching Russian as a foreign language is the basis for the formation of linguocultural and communicative competence, contributes to the activation of grammatical and lexical skills, the development of monologue and dialogic speech skills, the expansion of the lexicon, the formation of moral principles, the education of tolerant attitude towards language, culture, history, traditions and customs of other nations. The integration of oral folklore in the educational process is relevant for foreign students at different stages of learning. The vocabulary of paroemias is a special language layer, which can also be used by foreign students in their future professional sphere.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454731","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. Airline service major students choose their academic major to be flight attendants after graduating from secondary education. They are therefore likely to be satisfied with the airline service major, as students can learn qualified airline service-related knowledge and skills. However, they also have higher employment stress than students majoring in other majors. This is because physical appearance is an important aspect of the job interview. It is therefore necessary to study academic major satisfaction, self-esteem, and appearance satisfaction to reduce employment stress among airline service major students. Methods. The participants in this study were 339 airline service major students from four universities. Data were collected from freshmen (31%), sophomore (14.7%), junior (28%), and senior (26.3%) students majoring in airline service. This study used SPSS Win.21.0 statistics programs to conduct the frequency test, reliability and correlation tests. For the moderated mediation analysis, ‘Model 14 of PROCESS macro ver.4.0’ was used as the statistical method. Results. First, employment stress had negative correlations with both academic major satisfaction (r = -.326, p<.01) and self-esteem (r = -.401, p<.01), while academic major satisfaction had a positive correlation with self-esteem (r = .433, p < .01). Second, appearance satisfaction was found to have conditional indirect effects on the relationship between academic major satisfaction and employment stress through self-esteem that were significant (p < .01) when the appearance satisfaction values were 4.0 (-.2218~-.0776) and 5.0 (-.3775~-.1505), respectively. Therefore, the moderated mediation effect of resilience was verified. Conclusions. This study found that airline service major students with high appearance satisfaction have decreased employment stress. The results of this study indicate that students’ appearance satisfaction should be fostered and reinforced with the goal of increasing improving airline service major students’ self-esteem and decreasing their employment stress.
{"title":"Moderated mediating effect of appearance satisfaction on the relationship between academic major satisfaction, self-esteem, and employment stress by airline service major students","authors":"Yoona Lee, Aeeun Jeon","doi":"10.32744/pse.2023.5.33","DOIUrl":"https://doi.org/10.32744/pse.2023.5.33","url":null,"abstract":"Introduction. Airline service major students choose their academic major to be flight attendants after graduating from secondary education. They are therefore likely to be satisfied with the airline service major, as students can learn qualified airline service-related knowledge and skills. However, they also have higher employment stress than students majoring in other majors. This is because physical appearance is an important aspect of the job interview. It is therefore necessary to study academic major satisfaction, self-esteem, and appearance satisfaction to reduce employment stress among airline service major students. Methods. The participants in this study were 339 airline service major students from four universities. Data were collected from freshmen (31%), sophomore (14.7%), junior (28%), and senior (26.3%) students majoring in airline service. This study used SPSS Win.21.0 statistics programs to conduct the frequency test, reliability and correlation tests. For the moderated mediation analysis, ‘Model 14 of PROCESS macro ver.4.0’ was used as the statistical method. Results. First, employment stress had negative correlations with both academic major satisfaction (r = -.326, p<.01) and self-esteem (r = -.401, p<.01), while academic major satisfaction had a positive correlation with self-esteem (r = .433, p < .01). Second, appearance satisfaction was found to have conditional indirect effects on the relationship between academic major satisfaction and employment stress through self-esteem that were significant (p < .01) when the appearance satisfaction values were 4.0 (-.2218~-.0776) and 5.0 (-.3775~-.1505), respectively. Therefore, the moderated mediation effect of resilience was verified. Conclusions. This study found that airline service major students with high appearance satisfaction have decreased employment stress. The results of this study indicate that students’ appearance satisfaction should be fostered and reinforced with the goal of increasing improving airline service major students’ self-esteem and decreasing their employment stress.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"36 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454865","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}
Serg Yu. Ivanov, Daria V. Ivanova, Vladimir A. Chvyakin
Introduction. One of the most important issues to ensure the successful adaptation of young professionals in the labor market is to increase their professional loyalty. Loyalty is based on both the employee's satisfaction with the chosen place of work, the organization of work activities, and the value attitude to the chosen profession. The loyalty of young professionals is largely determined by the professional environment, which ensures the inclusion of young people in the profession and is based on the establishment of long-term relationships. The purpose of the study is to substantiate the loyalty of young specialists as a factor in the development of the professional environment on the example of pedagogical universities. Materials and methods. The study is based on the results of an online survey of young specialists of pedagogical universities of the CIS member states in the number of 1,285 people; the study of publications of individual authors, a review of the results of sociological research conducted by sociological organizations VTSIOM-Sputnik, ISPI RAS, etc. Data processing was carried out using the IBM SPSS Statistics and Microsoft Excel application software package. A descriptive method was used, the basis of which is represented by a descriptive methodology that allows quantitative explanation of the data obtained. The results of the study. The loyalty of young professionals is a complex characteristic that captures their positive attitude to their work, place of work, corporate culture, willingness to work in an organization and is determined by long-term relationships between subjects of social interaction and other aspects of the professional environment. The highest level of professional loyalty (from 6 points and above on a ten–point scale; the eNPS index for an organization from 30 to 100) is manifested in young professionals who focus on commitment and trust in the organization (a positive balance of "satisfied – dissatisfied" ratings – more than 50%), the team (80%), as well as on job satisfaction (73%). Such positions form the value attitude of a young employee and allow him to form not only his actual behavior, but also a higher perception of the value brand of the organization, therefore, interest in the results of work (the balance of assessments of professional growth prospects is 52%). Conclusion. The adaptation of young professionals in the labor market and the results of their work largely depend on how ready they are to perform their work and how successfully they are included in the professional environment. This process is assessed by the degree of professional loyalty of young professionals, as well as the responsibility of social partners to form a professional position of the individual.
{"title":"Loyalty of young professionals as a factor in the development of the professional environment on the example of pedagogical universities","authors":"Serg Yu. Ivanov, Daria V. Ivanova, Vladimir A. Chvyakin","doi":"10.32744/pse.2023.5.42","DOIUrl":"https://doi.org/10.32744/pse.2023.5.42","url":null,"abstract":"Introduction. One of the most important issues to ensure the successful adaptation of young professionals in the labor market is to increase their professional loyalty. Loyalty is based on both the employee's satisfaction with the chosen place of work, the organization of work activities, and the value attitude to the chosen profession. The loyalty of young professionals is largely determined by the professional environment, which ensures the inclusion of young people in the profession and is based on the establishment of long-term relationships. The purpose of the study is to substantiate the loyalty of young specialists as a factor in the development of the professional environment on the example of pedagogical universities. Materials and methods. The study is based on the results of an online survey of young specialists of pedagogical universities of the CIS member states in the number of 1,285 people; the study of publications of individual authors, a review of the results of sociological research conducted by sociological organizations VTSIOM-Sputnik, ISPI RAS, etc. Data processing was carried out using the IBM SPSS Statistics and Microsoft Excel application software package. A descriptive method was used, the basis of which is represented by a descriptive methodology that allows quantitative explanation of the data obtained. The results of the study. The loyalty of young professionals is a complex characteristic that captures their positive attitude to their work, place of work, corporate culture, willingness to work in an organization and is determined by long-term relationships between subjects of social interaction and other aspects of the professional environment. The highest level of professional loyalty (from 6 points and above on a ten–point scale; the eNPS index for an organization from 30 to 100) is manifested in young professionals who focus on commitment and trust in the organization (a positive balance of \"satisfied – dissatisfied\" ratings – more than 50%), the team (80%), as well as on job satisfaction (73%). Such positions form the value attitude of a young employee and allow him to form not only his actual behavior, but also a higher perception of the value brand of the organization, therefore, interest in the results of work (the balance of assessments of professional growth prospects is 52%). Conclusion. The adaptation of young professionals in the labor market and the results of their work largely depend on how ready they are to perform their work and how successfully they are included in the professional environment. This process is assessed by the degree of professional loyalty of young professionals, as well as the responsibility of social partners to form a professional position of the individual.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"37 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455008","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}
Victor A. Koksharov, Alena L. Nevolina, Galina A. Tkachuk, Olga A. Chikova
Introduction. Currently, the leadership of the People’s Republic of China pays special attention to the issues of technical vocational education. The learners from the PRC studying in Russia have specific cognitive orientations in mastering technical disciplines. The aim of the article is studying the specifics of academic resilience in mastering technical sciences by PRC students of Ural Federal University. Materials and methods. The academic resilience of PRC students from Ural Federal University in terms of mastering technical sciences was measured using the ‘Technics Resilience Scale for University Students’ (TRSUS). TRSUS aims to build Feedback literacy and Self-assessment with a view to help a student to pursue technical studies productively. The survey involved 659 students who had a technical science learning experience in one of the educational programmes: “Civil Engineering”, “Architecture”, “Geodesy and Remote Sensing”, “Steam Power Industry and Heat Engineering”, “Water Supply and Drainage”. The students assessed their resilience in technical sciences under a 5-score Likert response scale, with the use of Tencent Questionnaire in English. The statistical processing of measurement results was carried out using Structural Equation Modelling (SEM) methodology with the use of SPSS 23.0 and Amos 18.0 software packages. Results. The statistical analysis of results of PRC students from Ural Federal University in terms of measuring resilience in technical sciences under the TRSUS scale showed that the wording of the questions was adequate to the measurement context. The primacy of students’ incremental beliefs/goals towards improving the efficiency of learning activities was revealed. A strong correlation between students’ answers with the TRSUS questions was found. Cronbachs alpha was equal to 0.977, which is evident of high internal consistency of students’ answers. The structural model of confirmatory factor analysis of TRSUS data including four indicators (factors) – “Persistence”, “Perceived Value”, “Cognitive Complexity” and “Incremental Beliefs” – has the best source data fitting criteria. The method of exploratory factor analysis of TRSUS data revealed the specificity of cognitive orientations of PRC students from Ural Federal University: the choice of educational programme influences most prominently the indicator “Perceived Value”, which is explained by the peculiarities of Chinese technological culture. Conclusion. An original methodology for measuring university students’ academic resilience in technical sciences – ‘Technics Resilience Scale for University Students’ (TRSUS) – is presented. The use of TRSUS makes it possible to determine the specifics of students’ cognitive orientations in mastering technical disciplines and to form their competent feedback and self-assessment for efficient continuation of education.
{"title":"Specifics of Chinese students’ cognitive orientations in mastering technical disciplines","authors":"Victor A. Koksharov, Alena L. Nevolina, Galina A. Tkachuk, Olga A. Chikova","doi":"10.32744/pse.2023.5.10","DOIUrl":"https://doi.org/10.32744/pse.2023.5.10","url":null,"abstract":"Introduction. Currently, the leadership of the People’s Republic of China pays special attention to the issues of technical vocational education. The learners from the PRC studying in Russia have specific cognitive orientations in mastering technical disciplines. The aim of the article is studying the specifics of academic resilience in mastering technical sciences by PRC students of Ural Federal University. Materials and methods. The academic resilience of PRC students from Ural Federal University in terms of mastering technical sciences was measured using the ‘Technics Resilience Scale for University Students’ (TRSUS). TRSUS aims to build Feedback literacy and Self-assessment with a view to help a student to pursue technical studies productively. The survey involved 659 students who had a technical science learning experience in one of the educational programmes: “Civil Engineering”, “Architecture”, “Geodesy and Remote Sensing”, “Steam Power Industry and Heat Engineering”, “Water Supply and Drainage”. The students assessed their resilience in technical sciences under a 5-score Likert response scale, with the use of Tencent Questionnaire in English. The statistical processing of measurement results was carried out using Structural Equation Modelling (SEM) methodology with the use of SPSS 23.0 and Amos 18.0 software packages. Results. The statistical analysis of results of PRC students from Ural Federal University in terms of measuring resilience in technical sciences under the TRSUS scale showed that the wording of the questions was adequate to the measurement context. The primacy of students’ incremental beliefs/goals towards improving the efficiency of learning activities was revealed. A strong correlation between students’ answers with the TRSUS questions was found. Cronbachs alpha was equal to 0.977, which is evident of high internal consistency of students’ answers. The structural model of confirmatory factor analysis of TRSUS data including four indicators (factors) – “Persistence”, “Perceived Value”, “Cognitive Complexity” and “Incremental Beliefs” – has the best source data fitting criteria. The method of exploratory factor analysis of TRSUS data revealed the specificity of cognitive orientations of PRC students from Ural Federal University: the choice of educational programme influences most prominently the indicator “Perceived Value”, which is explained by the peculiarities of Chinese technological culture. Conclusion. An original methodology for measuring university students’ academic resilience in technical sciences – ‘Technics Resilience Scale for University Students’ (TRSUS) – is presented. The use of TRSUS makes it possible to determine the specifics of students’ cognitive orientations in mastering technical disciplines and to form their competent feedback and self-assessment for efficient continuation of education.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"33 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455570","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}
Alexander A. Mashinyan, Nina V. Kochergina, Dzhamil D. Babayev, Svetlana V. Pivneva
Introduction. Physics is one of the general professional disciplines at a technical university; its mastering is extremely important for future engineers. The process of formation of physical knowledge is accompanied by multiple difficulties, which actualises the problem of identifying the factors of assimilation thereof in students of a technical university as well as the mechanisms to influence these factors. The aim of the study is to identify and justify the factors of physical knowledge assimilation in students of a technical university as well as the mechanisms of influencing these factors. Materials and methods. The study involved 95 students of the National research university “MPEI” (Moscow Power Engineering Institute) (Russian Federation) majoring in the profiles: “Electric Power Engineering”, “Electrical Engineering”, “Biotechnical Systems”, “Electronics”. In order to assess the level of formation of students’ physical knowledge, a test comprising 15 questions was offered to them with a view to evaluate the students’ knowledge of the basic concepts and laws in the sections: “Mechanics”, “Molecular Physics” and “Electrodynamics”. The statistical analysis of test results was carried out by means of Mann-Whitney U test. Results. A number of factors influencing the formation of physical knowledge in students have been formulated, that were found to be in line with the objectives of studying physics at a technical university. The correctness of the revealed factors is confirmed by the statistics (Uemp. = 12 < Ucr. = 16; p < 0,01), i.e. the students who had poor performance at school or who failed the Unified State Examination are not motivated for studying physics at a university and have poor academic results in general physics. The success in test performance shown by students from weak Bachelor degree groups does not differ from the results of the same test performed by Master degree students (Uemp. = 47.5 > Ucr. = 16). This result is explained by the influence of such factor as low relevance of physical knowledge for Master degree students at a given stage of study. A set of mechanisms directly aimed at students’ assimilation of basic physical concepts and laws was developed. They include: development of cognitive abilities due to the systemic nature of physical knowledge, students’ strengthened intrinsic motivation to study physics, discussion of mathematical and verbal formulation of physical concepts and laws, regular directed testing in physics at all stages of studying at the university. Conclusion. The practical significance of the study is determined by the possibility to use its results for improving the process of formation of physical knowledge in students of technical universities.
{"title":"Factors and mechanisms of mastering physical knowledge by technical university students","authors":"Alexander A. Mashinyan, Nina V. Kochergina, Dzhamil D. Babayev, Svetlana V. Pivneva","doi":"10.32744/pse.2023.5.11","DOIUrl":"https://doi.org/10.32744/pse.2023.5.11","url":null,"abstract":"Introduction. Physics is one of the general professional disciplines at a technical university; its mastering is extremely important for future engineers. The process of formation of physical knowledge is accompanied by multiple difficulties, which actualises the problem of identifying the factors of assimilation thereof in students of a technical university as well as the mechanisms to influence these factors. The aim of the study is to identify and justify the factors of physical knowledge assimilation in students of a technical university as well as the mechanisms of influencing these factors. Materials and methods. The study involved 95 students of the National research university “MPEI” (Moscow Power Engineering Institute) (Russian Federation) majoring in the profiles: “Electric Power Engineering”, “Electrical Engineering”, “Biotechnical Systems”, “Electronics”. In order to assess the level of formation of students’ physical knowledge, a test comprising 15 questions was offered to them with a view to evaluate the students’ knowledge of the basic concepts and laws in the sections: “Mechanics”, “Molecular Physics” and “Electrodynamics”. The statistical analysis of test results was carried out by means of Mann-Whitney U test. Results. A number of factors influencing the formation of physical knowledge in students have been formulated, that were found to be in line with the objectives of studying physics at a technical university. The correctness of the revealed factors is confirmed by the statistics (Uemp. = 12 < Ucr. = 16; p < 0,01), i.e. the students who had poor performance at school or who failed the Unified State Examination are not motivated for studying physics at a university and have poor academic results in general physics. The success in test performance shown by students from weak Bachelor degree groups does not differ from the results of the same test performed by Master degree students (Uemp. = 47.5 > Ucr. = 16). This result is explained by the influence of such factor as low relevance of physical knowledge for Master degree students at a given stage of study. A set of mechanisms directly aimed at students’ assimilation of basic physical concepts and laws was developed. They include: development of cognitive abilities due to the systemic nature of physical knowledge, students’ strengthened intrinsic motivation to study physics, discussion of mathematical and verbal formulation of physical concepts and laws, regular directed testing in physics at all stages of studying at the university. Conclusion. The practical significance of the study is determined by the possibility to use its results for improving the process of formation of physical knowledge in students of technical universities.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"33 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455403","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 prevalence of deviant behavior in the modern youth environment is recorded by official statistics and data from relevant departments. In this regard, the prevention of deviant behavior of children and youth is one of the most pressing issues for pedagogical science and practice. The research topic is relevant because at present the media and information space is one of the main sources of deviance of the younger generation and the educational forces of society are in need of purposeful minimization of deviantogenic threats from the digital environment. Purpose of the study: substantiation of the training program for future teachers for the implementation of the deviantological component of media and information literacy of schoolchildren and their parents. Materials and methods. The total sample of the study was 182 people in the experimental group (hereinafter referred to as the EG) and 123 people in the control group (hereinafter referred to as the CG). In the EG - 12 boys (6.6%) and 170 girls (93.4%). In the CG there were 5 boys (4%) and 118 girls (96%). At the time of the first stage of the study, the respondents were aged 18-23 years. All subjects are students of the training areas: "Pedagogical Education", "Psychological and Pedagogical Education" and the specialty "Pedagogy and Psychology of Deviant Behavior" of the Faculty of Pedagogy, Psychology and Communication Science of the Kuban State University. At the control stage (5 years after graduation), the sample is represented by 73 graduates who participated in the previous stages: 44 people from the EG (5 boys and 39 girls) and 29 people from the CG (1 boy and 28 girls). Methods of mathematical statistics: Pearson's chi-squared test (χ2 ). Research results. At the formative stage, within the framework of these disciplines, a program was implemented to prepare students for the formation of the deviantological component of media and information literacy among schoolchildren and parents. Differences were recorded between the indicators in the experimental group before and after the formative stage. When comparing the results of a survey on the impact of media products on adolescents before and after the experiment, the calculated value of Pearson's chi-squared test was χ2 emp = 136,876 (p≤0,01). When studying the answers about trying to understand and evaluate the interests and goals of the creators, χ2 emp = 132,780 (p≤0,01) was obtained. Studying the answers to the question about the critical understanding of values and attitudes that are embedded in the media product, in the experimental group, χ2 emp = 167,656 (p≤0,01) was obtained. Comparing the results of the answers to the question about the need to prepare a modern person for a critical analysis of media products, the value of the criterion was χ2 emp = 127,641 (p≤0,01). Conclusion. The prospect of the study is the addition of the methodology for deviantological analysis of media products, as well as the creation o
{"title":"Preparing students – future teachers to minimize deviantogenic threats from the digital space","authors":"Veronika M. Grebennikova, Svetlana V. Knizhnikova","doi":"10.32744/pse.2023.5.8","DOIUrl":"https://doi.org/10.32744/pse.2023.5.8","url":null,"abstract":"Introduction. The prevalence of deviant behavior in the modern youth environment is recorded by official statistics and data from relevant departments. In this regard, the prevention of deviant behavior of children and youth is one of the most pressing issues for pedagogical science and practice. The research topic is relevant because at present the media and information space is one of the main sources of deviance of the younger generation and the educational forces of society are in need of purposeful minimization of deviantogenic threats from the digital environment. Purpose of the study: substantiation of the training program for future teachers for the implementation of the deviantological component of media and information literacy of schoolchildren and their parents. Materials and methods. The total sample of the study was 182 people in the experimental group (hereinafter referred to as the EG) and 123 people in the control group (hereinafter referred to as the CG). In the EG - 12 boys (6.6%) and 170 girls (93.4%). In the CG there were 5 boys (4%) and 118 girls (96%). At the time of the first stage of the study, the respondents were aged 18-23 years. All subjects are students of the training areas: \"Pedagogical Education\", \"Psychological and Pedagogical Education\" and the specialty \"Pedagogy and Psychology of Deviant Behavior\" of the Faculty of Pedagogy, Psychology and Communication Science of the Kuban State University. At the control stage (5 years after graduation), the sample is represented by 73 graduates who participated in the previous stages: 44 people from the EG (5 boys and 39 girls) and 29 people from the CG (1 boy and 28 girls). Methods of mathematical statistics: Pearson's chi-squared test (χ2 ). Research results. At the formative stage, within the framework of these disciplines, a program was implemented to prepare students for the formation of the deviantological component of media and information literacy among schoolchildren and parents. Differences were recorded between the indicators in the experimental group before and after the formative stage. When comparing the results of a survey on the impact of media products on adolescents before and after the experiment, the calculated value of Pearson's chi-squared test was χ2 emp = 136,876 (p≤0,01). When studying the answers about trying to understand and evaluate the interests and goals of the creators, χ2 emp = 132,780 (p≤0,01) was obtained. Studying the answers to the question about the critical understanding of values and attitudes that are embedded in the media product, in the experimental group, χ2 emp = 167,656 (p≤0,01) was obtained. Comparing the results of the answers to the question about the need to prepare a modern person for a critical analysis of media products, the value of the criterion was χ2 emp = 127,641 (p≤0,01). Conclusion. The prospect of the study is the addition of the methodology for deviantological analysis of media products, as well as the creation o","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"33 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455571","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}
Maya N. Tatarinova, Vyacheslav N. Onoshko, Nadezhda A. Kohan
The problem for the research. Foreign-language reading provides favorable opportunities for a student’s holistic development. However, in today's teaching practice, there is a situation of mismatch between the “knowledge” ways of achieving the goals of the lesson and the emotional factor. There is an obvious contradiction between the recognition of the effectiveness of reading as a means of a personality’s spiritual development in the unity of all his/her spheres and the primacy of intellect and will in school teaching practice. Methods of investigation. 52 seventh-graders of secondary school No. 11 in Kirov (Russian Federation) took part in the experimental work. To obtain the subject results of the experiment (in the field of foreignlanguage reading), the method of calculating the success rate (V. P. Bespalko, A. N. Shamov) was applied; metasubject and personal results – the questionnaire “Formation of universal educational actions” by L. I. Timonina. Processing the results, statistical methods were used: standard deviation, t-criterion. The findings of the study. The results of the final control showed that the level of proficiency in subject educational results increased in 78% of students; metasubject – in 70%; personal – in 81%. The reliability of the results is confirmed by the use of mathematical statistics methods for subject, metasubject and personal results. Conclusion. The components of the emotional stimulus are characterized, and the effectiveness of its model in teaching foreign-language reading in a comprehensive school is proved (on the materials of the middle stage). Keywords: foreign-language reading, teaching conditions, external conditions, internal conditions, an emotional stimulus, stimulus components.
{"title":"Emotional stimulus of teaching foreign-language reading in a secondary school. Part 1","authors":"Maya N. Tatarinova, Vyacheslav N. Onoshko, Nadezhda A. Kohan","doi":"10.32744/pse.2023.5.23","DOIUrl":"https://doi.org/10.32744/pse.2023.5.23","url":null,"abstract":"The problem for the research. Foreign-language reading provides favorable opportunities for a student’s holistic development. However, in today's teaching practice, there is a situation of mismatch between the “knowledge” ways of achieving the goals of the lesson and the emotional factor. There is an obvious contradiction between the recognition of the effectiveness of reading as a means of a personality’s spiritual development in the unity of all his/her spheres and the primacy of intellect and will in school teaching practice. Methods of investigation. 52 seventh-graders of secondary school No. 11 in Kirov (Russian Federation) took part in the experimental work. To obtain the subject results of the experiment (in the field of foreignlanguage reading), the method of calculating the success rate (V. P. Bespalko, A. N. Shamov) was applied; metasubject and personal results – the questionnaire “Formation of universal educational actions” by L. I. Timonina. Processing the results, statistical methods were used: standard deviation, t-criterion. The findings of the study. The results of the final control showed that the level of proficiency in subject educational results increased in 78% of students; metasubject – in 70%; personal – in 81%. The reliability of the results is confirmed by the use of mathematical statistics methods for subject, metasubject and personal results. Conclusion. The components of the emotional stimulus are characterized, and the effectiveness of its model in teaching foreign-language reading in a comprehensive school is proved (on the materials of the middle stage). Keywords: foreign-language reading, teaching conditions, external conditions, internal conditions, an emotional stimulus, stimulus components.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455756","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 development of foreign language communicative activities, including production (speaking and writing), perception (reading and listening), interaction and mediation, is an updated goal of teaching foreign languages. The effective development of these activities depends on the method used and teaching techniques. Dictogloss is one of the innovative teaching methods that allows for integrated teaching of four language skills and aspects of the language. The aim of the study is to develop and test the method for teaching English-major students foreign language communicative activity based on dictogloss. Materials and methods. Participants of the research were 2nd year students (N=96), majoring in English as a Foreign Language at Moscow Pedagogical State University (Russian Federation). To test the effectiveness of the method for the participants of the experimental group the stages of dictogloss, which aimed at integrated learning of products, perception, aspects of language, interaction, mediation and the subject content of training, were developed. The students of the control group were taught English according to the traditional method. The objects of control were four types of foreign language communicative activities: production, perception, interaction and mediation. Data analysis was carried out using Student's t-test. Research results. It was revealed that dictogloss proved its effectiveness in developing students' skills in listening (t = 3.51; p = 0.0001), writing (t = 3.73; p = 0.0001), speaking (monologue (t = 2.83; p = 0.003) and dialogue (t = 3.06; p = 0.001), interaction and mediation. At the same time the study did not show the effectiveness of the proposed method on the development of students’ reading skills (t = 1.42; p = 0.07), which can be explained by the fact that students of the language faculty had a high level of command of the target language by the beginning of the pedagogical experiment. Conclusion. The novelty of the study is in the development of the stages of the dictogloss procedure, aimed at developing the types of students’ foreign language communicative activities. The results obtained can be used in the development of methods for teaching secondary school and university students foreign languages using the dictogloss procedure.
{"title":"Method of teaching students foreign language communicative activities based on dictogloss","authors":"Pavel V. Sysoyev, Inga N. Aksenova","doi":"10.32744/pse.2023.5.18","DOIUrl":"https://doi.org/10.32744/pse.2023.5.18","url":null,"abstract":"Introduction. The development of foreign language communicative activities, including production (speaking and writing), perception (reading and listening), interaction and mediation, is an updated goal of teaching foreign languages. The effective development of these activities depends on the method used and teaching techniques. Dictogloss is one of the innovative teaching methods that allows for integrated teaching of four language skills and aspects of the language. The aim of the study is to develop and test the method for teaching English-major students foreign language communicative activity based on dictogloss. Materials and methods. Participants of the research were 2nd year students (N=96), majoring in English as a Foreign Language at Moscow Pedagogical State University (Russian Federation). To test the effectiveness of the method for the participants of the experimental group the stages of dictogloss, which aimed at integrated learning of products, perception, aspects of language, interaction, mediation and the subject content of training, were developed. The students of the control group were taught English according to the traditional method. The objects of control were four types of foreign language communicative activities: production, perception, interaction and mediation. Data analysis was carried out using Student's t-test. Research results. It was revealed that dictogloss proved its effectiveness in developing students' skills in listening (t = 3.51; p = 0.0001), writing (t = 3.73; p = 0.0001), speaking (monologue (t = 2.83; p = 0.003) and dialogue (t = 3.06; p = 0.001), interaction and mediation. At the same time the study did not show the effectiveness of the proposed method on the development of students’ reading skills (t = 1.42; p = 0.07), which can be explained by the fact that students of the language faculty had a high level of command of the target language by the beginning of the pedagogical experiment. Conclusion. The novelty of the study is in the development of the stages of the dictogloss procedure, aimed at developing the types of students’ foreign language communicative activities. The results obtained can be used in the development of methods for teaching secondary school and university students foreign languages using the dictogloss procedure.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455757","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}
Suliman U. Agamirzaev, Aslanbek A-K. Umarov, Askhab O. Akhmedov, Ramzan A. Kurbanov
Introduction. Physical education of the younger generation is a vital part of modern education. Prevalence of physical inactivity among children and young people nowadays is a serious issue and one of the main causes of such negative phenomena as obesity, diabetes, hypertension, and infant mortality. In this regard, physical education at school is a key factor for forming a healthy society as a whole, since it is the most accessible and widespread form of involving children in physical activity and sports, which in turn are the most effective means of improving health and combating physical inactivity. These facts require new and effective means and methods of physical training for children precisely in physical education at school, especially in the lower grades as these make the first stage of a healthy lifestyle. The study aims to experimentally substantiate the effectiveness of traditional means of physical education in basic physical education while training primary school children. Materials and methods. 20 first-grade schoolchildren from Municipal Budgetary Educational Institution ‘Secondary School No. 8, Grozny’ (Russian Federation) took part in the experiment. To assess the impact of traditional means of physical education on the dynamics of physical fitness of first-graders in experimental groups, GTO standards tests were selected: standing start running 30 m (sec.); standing long jump (cm); horizontal pull-ups on a low bar (number of times); throwing a small ball at a target at the distance of 6 m (number of points); bending forward from the standing position on a gymnastic bench (cm). Mathematical statistics methods: descriptive statistics (arithmetic mean, standard deviation); Student's t-test. Results. After statistical processing of the results by type of test, the following significant differences were found between the experimental and control groups: in standing long jumps, the average performance in the experimental group was 12 cm better than in the control group (t = -2.759; p = 0.009); in horizontal pull-ups on a low bar, the average result in the experimental group was 3 repetitions better than in the control group (t = -2.488; p = 0.017); in ball throwing, the average score in the experimental group was better than in the control group (t = 4.119; p = 0.000); in bending forward from the standing position on a gymnastic bench, the average score in the experimental group was almost 1.5 cm higher than in the control group (t = -4.775; p = 0.000); in shuttle run (3x10 m. (sec.)), the average score in the experimental group was 1 second better than in the control group (t = -2.324; p = 0.027). Conclusion. The research results prove that introducing traditional games and physical exercises into basic physical education while training primary school children is an effective approach for improving physical education in primary school. These methods help achieve better results in developing physical qualities and raising the level
{"title":"Analyzing the effectiveness of traditional means of basic physical education while training primary school children","authors":"Suliman U. Agamirzaev, Aslanbek A-K. Umarov, Askhab O. Akhmedov, Ramzan A. Kurbanov","doi":"10.32744/pse.2023.5.24","DOIUrl":"https://doi.org/10.32744/pse.2023.5.24","url":null,"abstract":"Introduction. Physical education of the younger generation is a vital part of modern education. Prevalence of physical inactivity among children and young people nowadays is a serious issue and one of the main causes of such negative phenomena as obesity, diabetes, hypertension, and infant mortality. In this regard, physical education at school is a key factor for forming a healthy society as a whole, since it is the most accessible and widespread form of involving children in physical activity and sports, which in turn are the most effective means of improving health and combating physical inactivity. These facts require new and effective means and methods of physical training for children precisely in physical education at school, especially in the lower grades as these make the first stage of a healthy lifestyle. The study aims to experimentally substantiate the effectiveness of traditional means of physical education in basic physical education while training primary school children. Materials and methods. 20 first-grade schoolchildren from Municipal Budgetary Educational Institution ‘Secondary School No. 8, Grozny’ (Russian Federation) took part in the experiment. To assess the impact of traditional means of physical education on the dynamics of physical fitness of first-graders in experimental groups, GTO standards tests were selected: standing start running 30 m (sec.); standing long jump (cm); horizontal pull-ups on a low bar (number of times); throwing a small ball at a target at the distance of 6 m (number of points); bending forward from the standing position on a gymnastic bench (cm). Mathematical statistics methods: descriptive statistics (arithmetic mean, standard deviation); Student's t-test. Results. After statistical processing of the results by type of test, the following significant differences were found between the experimental and control groups: in standing long jumps, the average performance in the experimental group was 12 cm better than in the control group (t = -2.759; p = 0.009); in horizontal pull-ups on a low bar, the average result in the experimental group was 3 repetitions better than in the control group (t = -2.488; p = 0.017); in ball throwing, the average score in the experimental group was better than in the control group (t = 4.119; p = 0.000); in bending forward from the standing position on a gymnastic bench, the average score in the experimental group was almost 1.5 cm higher than in the control group (t = -4.775; p = 0.000); in shuttle run (3x10 m. (sec.)), the average score in the experimental group was 1 second better than in the control group (t = -2.324; p = 0.027). Conclusion. The research results prove that introducing traditional games and physical exercises into basic physical education while training primary school children is an effective approach for improving physical education in primary school. These methods help achieve better results in developing physical qualities and raising the level ","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"34 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455758","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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