Yevgeniy V. Dvoretsky, Oksana V. Bakulina, Konstantin V. Kozlov
Introduction. The relevance of the study is determined by the demand for prosocial values while maintaining and developing the unity and cohesion of Russian society, as well as by the need to refer to the Russian historical experience, including aspects that have not attracted sufficient attention from researchers. This study aims to consider the genesis, evolution, and content of prosocial ideas in the Russian humanitarian thought of the 19th century. Materials and methods. The study used data from an extensive list of pedagogical, psychological, journalistic, philosophical, and other works of a number of prominent representatives of Russian humanitarian thought. The methodological base of the study included the principles of historicism, objectivity, connection, and continuity of phenomena and processes. The authors of the study analyzed the content of the ideas of prosociality in the Russian humanitarian thought of the 19th century from the standpoint of intellectual history. The study used such special methods of historical research as textological analysis, historical-genetic and historical-comparative methods. Results. The authors of the study traced the crystallization and comprehension of such prosocial categories as goodness, charity, kindness, altruism, social service, and others, as well as their role in the formation of a moral personality. In addition, the ideological origins and specific historical conditions for the development of prosocial ideas among the progressive public of the 19th century were revealed. Special attention was paid to the analysis of their views on the system of educating a person with developed prosocial qualities, which included not only theoretical aspects but also quite specific practical proposals. The study concluded that in the 19th century, against the background of the development and flourishing of social thought, there was an active and very fruitful theoretical understanding of a wide range of prosocial concepts. The ideological basis of these reflections were Orthodox values and traditional collectivist attitudes common in Russian society. Conclusion. As a result of the study, the concepts of “welfare”, “goodness”, “altruism”, “love”, and “social service” were for the first time systematically identified in the works of Russian intellectuals in the humanities of the 19th century as structural components of prosociality. The presence in the Russian intellectual tradition (cultural tradition) of the concept of goodness, being the theoretical basis for the introduction of prosociality into modern helping practices and behavior, was revealed. The presence of this concept predetermined the readiness of the Russian enlightened community of the 19th century to perceive the humanistic ideas of prosociality through its cultural code. For the first time, continuity between the Russian pre-revolutionary and modern traditions of the formation of prosociality in humanitarian thought was proven. It was identifie
{"title":"Conceptualization of the ideas of prosociality in the Russian humanitarian thought of the 19th century","authors":"Yevgeniy V. Dvoretsky, Oksana V. Bakulina, Konstantin V. Kozlov","doi":"10.32744/pse.2023.4.35","DOIUrl":"https://doi.org/10.32744/pse.2023.4.35","url":null,"abstract":"Introduction. The relevance of the study is determined by the demand for prosocial values while maintaining and developing the unity and cohesion of Russian society, as well as by the need to refer to the Russian historical experience, including aspects that have not attracted sufficient attention from researchers. This study aims to consider the genesis, evolution, and content of prosocial ideas in the Russian humanitarian thought of the 19th century. Materials and methods. The study used data from an extensive list of pedagogical, psychological, journalistic, philosophical, and other works of a number of prominent representatives of Russian humanitarian thought. The methodological base of the study included the principles of historicism, objectivity, connection, and continuity of phenomena and processes. The authors of the study analyzed the content of the ideas of prosociality in the Russian humanitarian thought of the 19th century from the standpoint of intellectual history. The study used such special methods of historical research as textological analysis, historical-genetic and historical-comparative methods. Results. The authors of the study traced the crystallization and comprehension of such prosocial categories as goodness, charity, kindness, altruism, social service, and others, as well as their role in the formation of a moral personality. In addition, the ideological origins and specific historical conditions for the development of prosocial ideas among the progressive public of the 19th century were revealed. Special attention was paid to the analysis of their views on the system of educating a person with developed prosocial qualities, which included not only theoretical aspects but also quite specific practical proposals. The study concluded that in the 19th century, against the background of the development and flourishing of social thought, there was an active and very fruitful theoretical understanding of a wide range of prosocial concepts. The ideological basis of these reflections were Orthodox values and traditional collectivist attitudes common in Russian society. Conclusion. As a result of the study, the concepts of “welfare”, “goodness”, “altruism”, “love”, and “social service” were for the first time systematically identified in the works of Russian intellectuals in the humanities of the 19th century as structural components of prosociality. The presence in the Russian intellectual tradition (cultural tradition) of the concept of goodness, being the theoretical basis for the introduction of prosociality into modern helping practices and behavior, was revealed. The presence of this concept predetermined the readiness of the Russian enlightened community of the 19th century to perceive the humanistic ideas of prosociality through its cultural code. For the first time, continuity between the Russian pre-revolutionary and modern traditions of the formation of prosociality in humanitarian thought was proven. It was identifie","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950758","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, Olga V. Baykova, Andrey V. Ivanov, Natalia F. Kryukova, Natalya A. Gruba
The problem for the research. Foreign-language speaking plays an important role in achieving the goals of school teaching foreign languages and establishing international contacts between Russian schoolchildren and their foreign peers. However, students’ oral speech speaking skills, in particular, in the field of monologue speech, are not sufficiently developed. The above sets the task for teachers to find means to increase the effectiveness of teaching schoolchildren foreign-language monologue speech. One of the means is information and communication technologies. Methods of investigation. Experimental work on teaching schoolchildren the monological form of speaking, using information and communication technologies, is carried out on the basis of secondary school no. 37 in Kirov, Russian Federation (52 sixth graders, 21 foreign language teachers). Complexes of exercises, aimed at developing the skills of oral monologue speech, using information and communication technologies; criteria and levels of evaluation of such skills are developed. The findings of the study. At the end of the creative experiment, the indicators of proficiency in the monological form of speaking increased in 52% of experimental students and only 41% of control group students. With the help of statistical G-criterion of signs a significant shift in indicators was recorded in the experimental group of schoolchildren (Gemp. = 0; p < 0,05). Conclusion. The purpose of the study is achieved: the theoretical foundation and approbation of a set of exercises for teaching secondary school students foreign-language monologue speech, using information and communication technologies, is presented. It is proved that doing the exercises increases the level of students’ proficiency in a monological form of speaking, contributes to the formation of their universal educational actions. The text of the 2nd part of the article contains the sections: “Research results”, “Discussion”, “Conclusions”.
{"title":"Information and communication technologies in teaching schoolchildren foreign-language monologue speech. Part 2","authors":"Maya N. Tatarinova, Olga V. Baykova, Andrey V. Ivanov, Natalia F. Kryukova, Natalya A. Gruba","doi":"10.32744/pse.2023.4.12","DOIUrl":"https://doi.org/10.32744/pse.2023.4.12","url":null,"abstract":"The problem for the research. Foreign-language speaking plays an important role in achieving the goals of school teaching foreign languages and establishing international contacts between Russian schoolchildren and their foreign peers. However, students’ oral speech speaking skills, in particular, in the field of monologue speech, are not sufficiently developed. The above sets the task for teachers to find means to increase the effectiveness of teaching schoolchildren foreign-language monologue speech. One of the means is information and communication technologies. Methods of investigation. Experimental work on teaching schoolchildren the monological form of speaking, using information and communication technologies, is carried out on the basis of secondary school no. 37 in Kirov, Russian Federation (52 sixth graders, 21 foreign language teachers). Complexes of exercises, aimed at developing the skills of oral monologue speech, using information and communication technologies; criteria and levels of evaluation of such skills are developed. The findings of the study. At the end of the creative experiment, the indicators of proficiency in the monological form of speaking increased in 52% of experimental students and only 41% of control group students. With the help of statistical G-criterion of signs a significant shift in indicators was recorded in the experimental group of schoolchildren (Gemp. = 0; p < 0,05). Conclusion. The purpose of the study is achieved: the theoretical foundation and approbation of a set of exercises for teaching secondary school students foreign-language monologue speech, using information and communication technologies, is presented. It is proved that doing the exercises increases the level of students’ proficiency in a monological form of speaking, contributes to the formation of their universal educational actions. The text of the 2nd part of the article contains the sections: “Research results”, “Discussion”, “Conclusions”.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200498","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 V. Tarasova, I. P. Pastukhova, Aleksey E. Kazakov, S. G. Chigrina
Problem and purpose. The general trends of digitalization and its consequences directly affect all levels of the education system, manifesting themselves in the creation of a digital educational environment, and related significant changes in the theory and practice of training and education, the introduction of electronic and network didactic tools and instruments, etc. In this connection, there is a need to develop models and tools for a comprehensive assessment of the level of digital maturity of a general education organization, allowing to determine the potential, areas and strategies of digital transformation of general education. The results of such assessment will serve as a source for designing profiles of the levels of digital maturity of schools, on the basis of which they can determine the deficits and effects of the digital transformation process. Purpose of the study: to develop a model and tools for assessing the digital maturity of educational organizations of general education. Materials and methods. In developing the digital maturity assessment model for a school, methodological approaches were used: process, system, qualimetric and a wide range of methods: morphological methods (distinguishing structural components of the system and their attributes), structuring methods (partitioning the system into hierarchical and matrix structures), group modelling methods (generating initiatives), synectics method (generating alternatives), methods of working with information arrays (search, processing, analysis of information), description methods (characterisation of structural. Results of the study. This study has systematized the ideas about the degree of study of the issue of "digital maturity" (hereinafter – DEM) in foreign and domestic Russian scientific publications: the approaches that determine the understanding of the DEM category have been identified and systematized, the depth of penetration into the essence of studying the processes of DEM diagnosis and their impact on the digital transformation in individual organizations has been analyzed. On the basis of this study, we were able to develop and test a model for the assessment of CP in general education organizations as a tool of predictive forecasting of general education development in the context of digital transformation. Analysis of the data obtained during the pilot testing on the overall integral indicator revealed: personnel problems (9%), problems with infrastructure support (21%) and the digital culture of general education organizations (15%). Conclusion. It is obvious that optimisation of the processes of digital transformation of general education will have a qualitative impact on the unified digital educational ecosystem of a modern school, contributing to the creation of new models based on big data analysis. The results of the study have confirmed that the timely acquisition of information on digital maturity by school leaders, educational authorities will al
{"title":"Model for assessing the digital maturity of general education: methodological foundations and development technologies","authors":"Natalya V. Tarasova, I. P. Pastukhova, Aleksey E. Kazakov, S. G. Chigrina","doi":"10.32744/pse.2023.4.1","DOIUrl":"https://doi.org/10.32744/pse.2023.4.1","url":null,"abstract":"Problem and purpose. The general trends of digitalization and its consequences directly affect all levels of the education system, manifesting themselves in the creation of a digital educational environment, and related significant changes in the theory and practice of training and education, the introduction of electronic and network didactic tools and instruments, etc. In this connection, there is a need to develop models and tools for a comprehensive assessment of the level of digital maturity of a general education organization, allowing to determine the potential, areas and strategies of digital transformation of general education. The results of such assessment will serve as a source for designing profiles of the levels of digital maturity of schools, on the basis of which they can determine the deficits and effects of the digital transformation process. Purpose of the study: to develop a model and tools for assessing the digital maturity of educational organizations of general education. Materials and methods. In developing the digital maturity assessment model for a school, methodological approaches were used: process, system, qualimetric and a wide range of methods: morphological methods (distinguishing structural components of the system and their attributes), structuring methods (partitioning the system into hierarchical and matrix structures), group modelling methods (generating initiatives), synectics method (generating alternatives), methods of working with information arrays (search, processing, analysis of information), description methods (characterisation of structural. Results of the study. This study has systematized the ideas about the degree of study of the issue of \"digital maturity\" (hereinafter – DEM) in foreign and domestic Russian scientific publications: the approaches that determine the understanding of the DEM category have been identified and systematized, the depth of penetration into the essence of studying the processes of DEM diagnosis and their impact on the digital transformation in individual organizations has been analyzed. On the basis of this study, we were able to develop and test a model for the assessment of CP in general education organizations as a tool of predictive forecasting of general education development in the context of digital transformation. Analysis of the data obtained during the pilot testing on the overall integral indicator revealed: personnel problems (9%), problems with infrastructure support (21%) and the digital culture of general education organizations (15%). Conclusion. It is obvious that optimisation of the processes of digital transformation of general education will have a qualitative impact on the unified digital educational ecosystem of a modern school, contributing to the creation of new models based on big data analysis. The results of the study have confirmed that the timely acquisition of information on digital maturity by school leaders, educational authorities will al","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42197387","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. Today, in addition to studying the occurrence of the syndrome in the field of professional activity, the attention of researchers is also directed to the internal factors leading to the syndrome of emotional burnout. As such, researchers of emotional burnout identify anxiety, low self-esteem, a tendency to perfectionism, low stress tolerance, external locus of control, and non-adaptive coping strategies. Research method. Psychological testing using the methods of K. Maslach and V.V. Boyko to identify emotional burnout, S. Muddy's hardiness test, Taylor Manifest Anxiety Scale (TMAS), Hewitt-Flett's Multidimensional Perfectionism Scale. The method of statistical processing is regression analysis. An empirical study was conducted on a sample of secondary school teachers in Gorno-Altaisk (N=80). Results. It was found that most of the study participants have an average or high level of emotional exhaustion, depersonalization, and a reduction in professionalism, while the burnout index in terms of average values refers to a moderate level. In accordance with the results of the method of TMAS, most respondents (70%) have an average level of anxiety. On the hardiness scale, participants generally scored above average, indicating that they could bounce back from adverse situations. Based on the results of the regression analysis, the following personal predictors of emotional burnout of secondary school teachers were identified: a high level of personal anxiety and a low level of hardiness. The tendency to perfectionism showed the presence of influence on only one component of emotional burnout – the reduction of professionalism. Conclusions and prospects. The conducted theoretical and empirical analysis showed the significance of the study of personal predictors of emotional burnout among representatives of socionomic professions both from a scientific point of view (it was found that the predictors of emotional burnout in medical workers and secondary school teachers have their own specifics, which may be a consequence of the content of professional activity), and with practical, since the prevention of burnout in the workplace will save staff and increase labor productivity.
{"title":"Personal predictors of emotional burnout among secondary school teachers","authors":"Valeria A. Kapustina, Darya V. Chernysheva","doi":"10.32744/pse.2023.4.32","DOIUrl":"https://doi.org/10.32744/pse.2023.4.32","url":null,"abstract":"Introduction. Today, in addition to studying the occurrence of the syndrome in the field of professional activity, the attention of researchers is also directed to the internal factors leading to the syndrome of emotional burnout. As such, researchers of emotional burnout identify anxiety, low self-esteem, a tendency to perfectionism, low stress tolerance, external locus of control, and non-adaptive coping strategies. Research method. Psychological testing using the methods of K. Maslach and V.V. Boyko to identify emotional burnout, S. Muddy's hardiness test, Taylor Manifest Anxiety Scale (TMAS), Hewitt-Flett's Multidimensional Perfectionism Scale. The method of statistical processing is regression analysis. An empirical study was conducted on a sample of secondary school teachers in Gorno-Altaisk (N=80). Results. It was found that most of the study participants have an average or high level of emotional exhaustion, depersonalization, and a reduction in professionalism, while the burnout index in terms of average values refers to a moderate level. In accordance with the results of the method of TMAS, most respondents (70%) have an average level of anxiety. On the hardiness scale, participants generally scored above average, indicating that they could bounce back from adverse situations. Based on the results of the regression analysis, the following personal predictors of emotional burnout of secondary school teachers were identified: a high level of personal anxiety and a low level of hardiness. The tendency to perfectionism showed the presence of influence on only one component of emotional burnout – the reduction of professionalism. Conclusions and prospects. The conducted theoretical and empirical analysis showed the significance of the study of personal predictors of emotional burnout among representatives of socionomic professions both from a scientific point of view (it was found that the predictors of emotional burnout in medical workers and secondary school teachers have their own specifics, which may be a consequence of the content of professional activity), and with practical, since the prevention of burnout in the workplace will save staff and increase labor productivity.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48326863","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}
Marina N. Pozdniakova, I. A. Karpacheva, Galina I. Panarina, A.S. Kisarin
Introduction. Knowledge of foreign languages is now an indispensable condition revealing competence of a specialist in any field. As a result, a foreign language is one of the tools for personal and professional development. However, it should be noted that the motivation to learn a foreign language at the secondary education level is sometimes reduced. The research is aimed at determining the efficiency of introducing gamification technique into the educational process for the successful mastery of grammatical material in the fifth grade of secondary school. The research is based on the material of the German language; however, the proposed teaching technique might be used in the study of other foreign languages. Materials and methods. An experiment to identify the efficiency of using gamification technique for the development of grammatical speaking skills during the education process was performed on the basis of three secondary schools in the Lipetsk, Voronezh and Moscow regions. The initial and final level of development of grammatical speaking skills was determined. In order to assess the role of gamification for development of grammatical speaking skills among students in the fifth grade, a survey of teachers was conducted. Pearson’s chisquared test was used to evaluate the experiment efficiency. Results. During the experiment, the developed set of tasks and exercises aimed at the development of grammatical speaking skills and having formulations characteristic of the game, was tested. The use of the above set of tasks significantly influenced the development of grammatical speaking skills in a foreign language of the fifth grade students (χ2 = 6.290; p<0.05). Scientific novelty. It has been revealed that the use of gamification technique for the development of grammatical speaking skills in the fifth grade students is efficient when combining games with traditional didactic tasks, including those developed using digital tools. Practical relevance. The use of gamification technique in the educational process allows for successful solving of problems of teaching foreign languages being identified during the research. The proposed methodology for the development of grammatical speaking skills in the fifth grade students can be used in the practical activities of foreign language teachers as well as teachers of additional education.
{"title":"Development of grammatical speaking skills in a foreign language lesson in secondary school using gamification technique","authors":"Marina N. Pozdniakova, I. A. Karpacheva, Galina I. Panarina, A.S. Kisarin","doi":"10.32744/pse.2023.4.11","DOIUrl":"https://doi.org/10.32744/pse.2023.4.11","url":null,"abstract":"Introduction. Knowledge of foreign languages is now an indispensable condition revealing competence of a specialist in any field. As a result, a foreign language is one of the tools for personal and professional development. However, it should be noted that the motivation to learn a foreign language at the secondary education level is sometimes reduced. The research is aimed at determining the efficiency of introducing gamification technique into the educational process for the successful mastery of grammatical material in the fifth grade of secondary school. The research is based on the material of the German language; however, the proposed teaching technique might be used in the study of other foreign languages. Materials and methods. An experiment to identify the efficiency of using gamification technique for the development of grammatical speaking skills during the education process was performed on the basis of three secondary schools in the Lipetsk, Voronezh and Moscow regions. The initial and final level of development of grammatical speaking skills was determined. In order to assess the role of gamification for development of grammatical speaking skills among students in the fifth grade, a survey of teachers was conducted. Pearson’s chisquared test was used to evaluate the experiment efficiency. Results. During the experiment, the developed set of tasks and exercises aimed at the development of grammatical speaking skills and having formulations characteristic of the game, was tested. The use of the above set of tasks significantly influenced the development of grammatical speaking skills in a foreign language of the fifth grade students (χ2 = 6.290; p<0.05). Scientific novelty. It has been revealed that the use of gamification technique for the development of grammatical speaking skills in the fifth grade students is efficient when combining games with traditional didactic tasks, including those developed using digital tools. Practical relevance. The use of gamification technique in the educational process allows for successful solving of problems of teaching foreign languages being identified during the research. The proposed methodology for the development of grammatical speaking skills in the fifth grade students can be used in the practical activities of foreign language teachers as well as teachers of additional education.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719263","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 socio-economic realities have actualized the issues of spiritual and moral education in the process of professional development of students of Russian universities, including the problems of content, the hierarchy of spiritual and moral values of students, their pedagogical regulation by adequate methodological means. The purpose of the study is to substantiate the effectiveness of case technology as a way of designing and solving problematic moral situations in the study of works of Russian classical and modern literature within the framework of the new discipline "Spiritual-moral and civil-patriotic education of students". Materials and methods. The methods of questioning, qualitative analysis of statistical data, written survey in essay format were applied. The survey involved 40 respondents from among the first-year students of the direction «Pedagogical education (with two training profiles)» of the Philological Faculty of the North-Eastern Federal University. Results. It was revealed that universal human values are most important for respondents: «life» (82.5%), «human rights and freedoms» (80%), «dignity» (32.5%), «strong family» (25%), «humanism» (20%), «mutual assistance and mutual respect» (20%). The least significant sociocentric values in Russian culture are «service to the Fatherland and responsibility for its destiny», «unity of the peoples of Russia», «collectivism», «historical memory and continuity of generations», «patriotism». The use of case technology made it possible to change the hierarchy of spiritual and moral values of future teachers of the Russian language and literature: at the final stage of the pedagogical experiment, universal values remained a priority for students, however, sociocentric values in the process of studying the course «Spiritual, moral and civil-patriotic education of students» became more significant than at the initial stage of the study. Conclusion. In scientific research, there are different approaches to determining the list of spiritual and moral values that are relevant for today's generation of students; it is possible to transform the hierarchy of these values in the context of the changing realities of the socio-cultural sphere of the country. The choice of values within the framework of the academic discipline is carried out primarily by the teacher, taking into account the peculiarities of the spiritual and moral environment of the university and the student target audience. Regulation of the hierarchy of spiritual and moral values of students is most fruitful with the use of problematic, student-oriented approaches to learning and dialogization of training sessions. These requirements are best met by case technology. As the main content for the development of cases in teaching students - future teachers of the Russian language and literature, works of art of a small genre by modern authors should be used.
{"title":"The use of case technology in the study of the discipline «Spiritual-moral and civil-patriotic education of students» with students of a pedagogical profile","authors":"N. Nikonova, S. Zalutskaya","doi":"10.32744/pse.2023.4.9","DOIUrl":"https://doi.org/10.32744/pse.2023.4.9","url":null,"abstract":"Introduction. Modern socio-economic realities have actualized the issues of spiritual and moral education in the process of professional development of students of Russian universities, including the problems of content, the hierarchy of spiritual and moral values of students, their pedagogical regulation by adequate methodological means. The purpose of the study is to substantiate the effectiveness of case technology as a way of designing and solving problematic moral situations in the study of works of Russian classical and modern literature within the framework of the new discipline \"Spiritual-moral and civil-patriotic education of students\". Materials and methods. The methods of questioning, qualitative analysis of statistical data, written survey in essay format were applied. The survey involved 40 respondents from among the first-year students of the direction «Pedagogical education (with two training profiles)» of the Philological Faculty of the North-Eastern Federal University. Results. It was revealed that universal human values are most important for respondents: «life» (82.5%), «human rights and freedoms» (80%), «dignity» (32.5%), «strong family» (25%), «humanism» (20%), «mutual assistance and mutual respect» (20%). The least significant sociocentric values in Russian culture are «service to the Fatherland and responsibility for its destiny», «unity of the peoples of Russia», «collectivism», «historical memory and continuity of generations», «patriotism». The use of case technology made it possible to change the hierarchy of spiritual and moral values of future teachers of the Russian language and literature: at the final stage of the pedagogical experiment, universal values remained a priority for students, however, sociocentric values in the process of studying the course «Spiritual, moral and civil-patriotic education of students» became more significant than at the initial stage of the study. Conclusion. In scientific research, there are different approaches to determining the list of spiritual and moral values that are relevant for today's generation of students; it is possible to transform the hierarchy of these values in the context of the changing realities of the socio-cultural sphere of the country. The choice of values within the framework of the academic discipline is carried out primarily by the teacher, taking into account the peculiarities of the spiritual and moral environment of the university and the student target audience. Regulation of the hierarchy of spiritual and moral values of students is most fruitful with the use of problematic, student-oriented approaches to learning and dialogization of training sessions. These requirements are best met by case technology. As the main content for the development of cases in teaching students - future teachers of the Russian language and literature, works of art of a small genre by modern authors should be used.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551495","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 relevance of the study is due to the fact that the psychological safety of people with disabilities and other subjects of the educational environment is the leading characteristic that determines its developmental nature. The aim of this study was to examine the students’ opinion about the capabilities and abilities of people with disabilities or impairments (PWDs) and the formation of a tolerant attitude towards them, i.e. their social and psychological safety. Materials and methods. The study was carried out on the basis of the Voronezh State Industrial and Humanitarian College (Russian Federation). 1000 people took part in the survey (among those were 46.3% of male and 53.7% of female). Methods of study: questionnaire; the Spearman correlation coefficient analysis; principal component method; semantic analysis. Results. The problem of psychological safety for people with disabilities was partially covered at the stage of the ascertaining experiment. The analysis of experimental data obtained as a result of the survey showed that at the time of the survey 77.7% of respondents by gender (42.2% – men, 35.4% – women) treat people with disabilities as ordinary people, recognizing their skills, dignity and abilities. 12.6% of respondents treat PWDs as people in constant need of help (6,8% – men, 5,8% – women), 4.8% of respondents feel sorry for PWDs (2,5% – men and 2,3% – women). Conclusion. The results of the factor analysis revealed the main factor, i.e. “tolerant attitude towards people with disabilities”, which does not depend on the age or gender characteristics of the respondents. Usually this attitude is formed as a result of communication with them (i.e. with persons with disabilities). All respondents intend to treat people with disabilities as equal who deserve to live like everyone else, and at the same time as people with additional (special) needs not impairments.
{"title":"Ensuring psychological safety for people with disabilities, taking into account gender and age characteristics","authors":"Yuri B. Ascheulov, V. Chvyakin, L. Kozilova","doi":"10.32744/pse.2023.4.24","DOIUrl":"https://doi.org/10.32744/pse.2023.4.24","url":null,"abstract":"Introduction. The relevance of the study is due to the fact that the psychological safety of people with disabilities and other subjects of the educational environment is the leading characteristic that determines its developmental nature. The aim of this study was to examine the students’ opinion about the capabilities and abilities of people with disabilities or impairments (PWDs) and the formation of a tolerant attitude towards them, i.e. their social and psychological safety. Materials and methods. The study was carried out on the basis of the Voronezh State Industrial and Humanitarian College (Russian Federation). 1000 people took part in the survey (among those were 46.3% of male and 53.7% of female). Methods of study: questionnaire; the Spearman correlation coefficient analysis; principal component method; semantic analysis. Results. The problem of psychological safety for people with disabilities was partially covered at the stage of the ascertaining experiment. The analysis of experimental data obtained as a result of the survey showed that at the time of the survey 77.7% of respondents by gender (42.2% – men, 35.4% – women) treat people with disabilities as ordinary people, recognizing their skills, dignity and abilities. 12.6% of respondents treat PWDs as people in constant need of help (6,8% – men, 5,8% – women), 4.8% of respondents feel sorry for PWDs (2,5% – men and 2,3% – women). Conclusion. The results of the factor analysis revealed the main factor, i.e. “tolerant attitude towards people with disabilities”, which does not depend on the age or gender characteristics of the respondents. Usually this attitude is formed as a result of communication with them (i.e. with persons with disabilities). All respondents intend to treat people with disabilities as equal who deserve to live like everyone else, and at the same time as people with additional (special) needs not impairments.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501417","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}
E. Soboleva, E. Kharunzheva, T. Suvorova, T. Masharova
The problem and the aim of the study. Training of professionals capable of carrying out activities in physical rehabilitation involves acquisition of knowledge and practical skills in the field of using sports and pedagogical technologies for active formation of health of individuals with special needs. New digital educational services allow creating additional conditions for optimizing financial resources, reducing the time for training and retraining of specialists. The purpose of the study is to identify the possibilities of using mobile applications when implementing the master’s degree program "Adaptive Physical Rehabilitation" to improve the quality of students' professional training. Research methods. The methodology is based on the analysis of the potential of mobile applications for implementing initiatives and government programs for development of inclusive education, support for physical rehabilitation. The authors developed testing which consists of two blocks "Digital tools of professional activities", "Theory and methods of physical education". The experiment involved 42 master's students of the Faculty of Physical Culture and Sports of Vyatka State University (Russian Federation). The results of students' work with mobile applications were processed. Pearson's chi-squared test (χ2) was used for statistical data processing. Results. Master's students of the experimental group on the discipline "Digital tools of professional activities" study hardware and software complexes and information technologies to support inclusive training; mobile tools and devices. Groups of applications have been identified, work with which creates additional conditions for improving the quality of students' training: for training at home and fitness, for optimizing nutrition, assessing the state of the body, organizing a system of physical exercises for children, dosing loads. Statistically significant differences in qualitative changes in the pedagogical system were revealed (χ2 = 6,045; p < 0,05). In conclusion, the features of preparing students of the master’s degree program are described: creating and maintaining a high level of motivation through mobile technologies; consistency and alternation of intelligent work with software and motor activity; social orientation of classes, etc.
{"title":"The use of mobile applications in the implementation of the master's program \"Adaptive Physical Rehabilitation\" to improve the quality of professional training of students","authors":"E. Soboleva, E. Kharunzheva, T. Suvorova, T. Masharova","doi":"10.32744/pse.2023.4.39","DOIUrl":"https://doi.org/10.32744/pse.2023.4.39","url":null,"abstract":"The problem and the aim of the study. Training of professionals capable of carrying out activities in physical rehabilitation involves acquisition of knowledge and practical skills in the field of using sports and pedagogical technologies for active formation of health of individuals with special needs. New digital educational services allow creating additional conditions for optimizing financial resources, reducing the time for training and retraining of specialists. The purpose of the study is to identify the possibilities of using mobile applications when implementing the master’s degree program \"Adaptive Physical Rehabilitation\" to improve the quality of students' professional training. Research methods. The methodology is based on the analysis of the potential of mobile applications for implementing initiatives and government programs for development of inclusive education, support for physical rehabilitation. The authors developed testing which consists of two blocks \"Digital tools of professional activities\", \"Theory and methods of physical education\". The experiment involved 42 master's students of the Faculty of Physical Culture and Sports of Vyatka State University (Russian Federation). The results of students' work with mobile applications were processed. Pearson's chi-squared test (χ2) was used for statistical data processing. Results. Master's students of the experimental group on the discipline \"Digital tools of professional activities\" study hardware and software complexes and information technologies to support inclusive training; mobile tools and devices. Groups of applications have been identified, work with which creates additional conditions for improving the quality of students' training: for training at home and fitness, for optimizing nutrition, assessing the state of the body, organizing a system of physical exercises for children, dosing loads. Statistically significant differences in qualitative changes in the pedagogical system were revealed (χ2 = 6,045; p < 0,05). In conclusion, the features of preparing students of the master’s degree program are described: creating and maintaining a high level of motivation through mobile technologies; consistency and alternation of intelligent work with software and motor activity; social orientation of classes, etc.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45952939","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}
Alla A. Nikolaeva, Irina A. Savchenko, Oktyabrina S. Stepanova
Introduction. At the present stage of the dynamic development of society, the problem of socialization and adaptation of children, primarily orphans, remains unchanged. The skills acquired within the walls of orphanages do not always allow move effectively in obtaining a higher professional education. In this regard, it becomes relevant to study the problems of social inclusion of orphans. Research aim: study of topical problems of social inclusion and ways to overcome them among students, the graduates of orphanages. Materials and methods: Based on the analysis of theoretical data, an empirical study was conducted, in which graduates of orphanages (students and graduates of various Russian universities, as well as future applicants) took part. The study used the focus group method. At the second stage, an express survey was conducted in the form of an online survey of graduates of orphanages in order to find out their attitude towards entering a higher educational institution. Results. The study found that orphanage graduates are highly motivated to get a higher education and a good job after graduation, despite certain problems of social inclusion. This contradicts the generally accepted opinion that orphans are not ready to receive a higher professional education. In addition, problems of a domestic and psychological nature are not considered by respondents as serious obstacles to achieving the goal. Rather, they are willing to try new things and take risks. The above requires a rethinking of approaches to working with orphans, both in orphanages and in universities. Scientific novelty of the study is in specifying the reasons why graduates of orphanages do not want to enter higher educational institutions. First of all, it is the need for additional efforts that complicate life, selfdoubt and the lack of a positive experience of entering an institution of higher professional education among acquaintances. Among the ideal conditions for the formation of a professional career are the presence of a foster family, more significant adult support and information. Practical significance is in the possibility of using the data obtained to focus on motivating and informing orphans, providing support and more active search for foster families for them. Conclusion. This study allows taking a closer look at the problems of graduates of orphanages who entered universities and suggests focusing on supporting the independence of students and passing on a positive experience of studying at a university to their peers.
{"title":"Actual problems of social inclusion of students in institutions of higher professional education, the graduates of orphanages","authors":"Alla A. Nikolaeva, Irina A. Savchenko, Oktyabrina S. Stepanova","doi":"10.32744/pse.2023.4.22","DOIUrl":"https://doi.org/10.32744/pse.2023.4.22","url":null,"abstract":"Introduction. At the present stage of the dynamic development of society, the problem of socialization and adaptation of children, primarily orphans, remains unchanged. The skills acquired within the walls of orphanages do not always allow move effectively in obtaining a higher professional education. In this regard, it becomes relevant to study the problems of social inclusion of orphans. Research aim: study of topical problems of social inclusion and ways to overcome them among students, the graduates of orphanages. Materials and methods: Based on the analysis of theoretical data, an empirical study was conducted, in which graduates of orphanages (students and graduates of various Russian universities, as well as future applicants) took part. The study used the focus group method. At the second stage, an express survey was conducted in the form of an online survey of graduates of orphanages in order to find out their attitude towards entering a higher educational institution. Results. The study found that orphanage graduates are highly motivated to get a higher education and a good job after graduation, despite certain problems of social inclusion. This contradicts the generally accepted opinion that orphans are not ready to receive a higher professional education. In addition, problems of a domestic and psychological nature are not considered by respondents as serious obstacles to achieving the goal. Rather, they are willing to try new things and take risks. The above requires a rethinking of approaches to working with orphans, both in orphanages and in universities. Scientific novelty of the study is in specifying the reasons why graduates of orphanages do not want to enter higher educational institutions. First of all, it is the need for additional efforts that complicate life, selfdoubt and the lack of a positive experience of entering an institution of higher professional education among acquaintances. Among the ideal conditions for the formation of a professional career are the presence of a foster family, more significant adult support and information. Practical significance is in the possibility of using the data obtained to focus on motivating and informing orphans, providing support and more active search for foster families for them. Conclusion. This study allows taking a closer look at the problems of graduates of orphanages who entered universities and suggests focusing on supporting the independence of students and passing on a positive experience of studying at a university to their peers.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45166353","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}
L. V. Tokarskaya, T. Bystrova, Elizaveta A. Osnovina, Maxim N. Cheremnykh
Introduction. The relevance of the presented problems is due to the need to find modern resources for teaching children with disabilities. The work reveals the features of visual novels use for teaching this category of children and adolescents. This technology is new for the education system and of considerable interest to students due to the fact that it is a genre of computer games. The aim of the study was to develop and test a visual novel for teaching children with disabilities social and household skills using as a base scientific research in psychology and design. Materials and methods. The possibilities of using visual novels in remedial and developmental work are considered, taking into account key parameters, such as simplifying complex content or presenting it in a form that facilitates perception; receiving feedback and player involvement; character selection and design. The novels with an educational orientation are analyzed; as well as visual novels dedicated to persons with disabilities. The description of the author’s visual novel created using Ren’Py visual novel engine and aimed at the formation of social and household skills in children is given, the features of its application in working with students with Intellectual Disabilities (mental retardation) are analyzed. 30 adults including teachers and parents, as well as seven students took part in the work at the stages of pre- and post-project analysis. Results. It is established that the use of a visual novel makes the educational process more interesting for high school students with intellectual disabilities, encourages them to read and comprehend the proposed topic. The possibility of correcting a choice error allows students to think more deeply about the content of the text and allows them to correct misconceptions. The game format does not bother children, so they can refer to the content of the novel repeatedly. Test tasks contribute to the consolidation of the material. Conclusion. Thus, visual novels have a great remedial and educational potential, can be used in the study of various topics within a large number of subjects. The simplicity of creation allows to design such novels with the involvement of teachers and students of educational organizations.
{"title":"Educational potential of visual novels in remedial and developmental work","authors":"L. V. Tokarskaya, T. Bystrova, Elizaveta A. Osnovina, Maxim N. Cheremnykh","doi":"10.32744/pse.2023.3.24","DOIUrl":"https://doi.org/10.32744/pse.2023.3.24","url":null,"abstract":"Introduction. The relevance of the presented problems is due to the need to find modern resources for teaching children with disabilities. The work reveals the features of visual novels use for teaching this category of children and adolescents. This technology is new for the education system and of considerable interest to students due to the fact that it is a genre of computer games. The aim of the study was to develop and test a visual novel for teaching children with disabilities social and household skills using as a base scientific research in psychology and design. Materials and methods. The possibilities of using visual novels in remedial and developmental work are considered, taking into account key parameters, such as simplifying complex content or presenting it in a form that facilitates perception; receiving feedback and player involvement; character selection and design. The novels with an educational orientation are analyzed; as well as visual novels dedicated to persons with disabilities. The description of the author’s visual novel created using Ren’Py visual novel engine and aimed at the formation of social and household skills in children is given, the features of its application in working with students with Intellectual Disabilities (mental retardation) are analyzed. 30 adults including teachers and parents, as well as seven students took part in the work at the stages of pre- and post-project analysis. Results. It is established that the use of a visual novel makes the educational process more interesting for high school students with intellectual disabilities, encourages them to read and comprehend the proposed topic. The possibility of correcting a choice error allows students to think more deeply about the content of the text and allows them to correct misconceptions. The game format does not bother children, so they can refer to the content of the novel repeatedly. Test tasks contribute to the consolidation of the material. Conclusion. Thus, visual novels have a great remedial and educational potential, can be used in the study of various topics within a large number of subjects. The simplicity of creation allows to design such novels with the involvement of teachers and students of educational organizations.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45594549","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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