Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-306
M. Aleshina
Statement of the problem. A fairly large number of requirements are presented to a graduate of a teacher training college. One of them is competence in information technology (hereinafter IT). This should be taught to students not only during computer science lessons, but also in the disciplines of the general education cycle, such as mathematics. Insufficient development of the methodology for using IT in mathematics lessons, some shortcomings in the use of digital technologies complicate the implementation of IT in the educational process. This article considers the role of IT in solving educational and research problems in mathematics; reveals the advantages and disadvantages of blended learning; the ways of eliminating these shortcomings with the help of the methodology for solving educational and research problems are outlined; the requirements to the formulation of educational and research tasks, which would contribute to the formation of skills in the use of IT, have been determined. The purpose of the article is to formulate the requirements to the formulation of an educational and research problem during blended learning in Mathematics among students of teacher training colleges. The research methodology consists of the analysis and systematization of documents in the field of secondary vocational education, research works on this topic, and the author’s own experience in teaching mathematics to students of a teacher training college. Research results. In the course of the analysis, the following results are presented: – the role of IT in solving educational and research problems in mathematics is determined; – the advantages and disadvantages of blended learning are revealed; – ways to eliminate the shortcomings of blended learning using the methodology for solving educational and research problems are outlined; – the requirements for the formulation of educational and research tasks, which would contribute to the formation of skills in the use of IT, are determined. Conclusion. The analysis carried out in the course of the study made it possible to formulate the requirements to the formulation of educational and research problems during blended learning in Mathematics among students of teacher training colleges.
{"title":"REQUIREMENTS TO FORMULATION AND PROBLEM SOLVING OF EDUCATIONAL AND RESEARCH PROBLEMS AIMED AT TEACHER TRAINING COLLEGE STUDENTS DURING BLENDED LEARNING IN MATHEMATICS","authors":"M. Aleshina","doi":"10.25146/1995-0861-2021-58-4-306","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-306","url":null,"abstract":"Statement of the problem. A fairly large number of requirements are presented to a graduate of a teacher training college. One of them is competence in information technology (hereinafter IT). This should be taught to students not only during computer science lessons, but also in the disciplines of the general education cycle, such as mathematics. Insufficient development of the methodology for using IT in mathematics lessons, some shortcomings in the use of digital technologies complicate the implementation of IT in the educational process. This article considers the role of IT in solving educational and research problems in mathematics; reveals the advantages and disadvantages of blended learning; the ways of eliminating these shortcomings with the help of the methodology for solving educational and research problems are outlined; the requirements to the formulation of educational and research tasks, which would contribute to the formation of skills in the use of IT, have been determined. The purpose of the article is to formulate the requirements to the formulation of an educational and research problem during blended learning in Mathematics among students of teacher training colleges. The research methodology consists of the analysis and systematization of documents in the field of secondary vocational education, research works on this topic, and the author’s own experience in teaching mathematics to students of a teacher training college. Research results. In the course of the analysis, the following results are presented: – the role of IT in solving educational and research problems in mathematics is determined; – the advantages and disadvantages of blended learning are revealed; – ways to eliminate the shortcomings of blended learning using the methodology for solving educational and research problems are outlined; – the requirements for the formulation of educational and research tasks, which would contribute to the formation of skills in the use of IT, are determined. Conclusion. The analysis carried out in the course of the study made it possible to formulate the requirements to the formulation of educational and research problems during blended learning in Mathematics among students of teacher training colleges.","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114127940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-309
N.Yu. Kresova
Statement of the problem. Improving the quality of resolving difficult situations associated with teachers’ professional activity is possible only by studying those personal and situational variables that a) affect the resolution of difficult situations, b) are included in the personal structure and are available for comprehension. Tolerance for ambiguity (TA), being an intersubjective personality parameter, has all the necessary characteristics and can be considered when developing socio-psychological programs for teachers. However, its contribution to the resolution of difficult situations is currently not well understood. The purpose of the article is to show the place of TA in the structure of the personal component of situations related with pedagogical difficulties based on experimental data. Review of scientific literature on the problem. TA has many interpretations and is considered by researchers as a personality trait, as a metacognitive characteristic, as a socio-psychological attitude. Currently, without denying the multidimensionality of the concept, the emotional, cognitive and perceptual components of TA are considered. This means a return, at a new level, to the original idea of E. Frenkel-Brunswik, author of this psychological concept, who defined TA as an emotional-cognitive personality variable associated with the ambivalence of experiencing negative and positive properties of objects of reality. Sharing the views of E. Lehtinen and K. Merenluoto, we consider TA not as a stable, but as a dynamic characteristic. However, we have to admit that in this aspect the problem has been studied least of all. Therefore, studying the structure of the personal component of situations related with pedagogical difficulties, we consider as a separate task of studying TA as a structural component that develops in personal and situational interaction. Materials and methods. The research methodology is built in accordance with the idea of L.S. Vygotsky and K. Levin, according to which any objective characteristic with which a person interacts becomes subjective through experience. The second foundation is understanding of the personality in the existential and humanistic approach as the leading instance that mediates any interaction with the world and oneself. The third foundation is a situational approach. The study involved 111 practicing teachers, who were offered five problem-solving tasks. Self-reports were processed using content analysis, the results were correlated with the data of personality techniques, including S. Badner’s TA test, and were subjected to factorization. Research results. The paper proves that TA refers to intersubjective parameters that affect the relationship between the personality and the situation. The TA factor turned out to be significant for all three groups of open, closed, and mixed models of interaction in difficult situations and is included in the structure of the personal component of situations related w
{"title":"TOLERANCE FOR AMBIGUITY IN THE STRUCTURE OF THE PERSONAL COMPONENT OF SITUATIONS RELATED WITH PEDAGOGICAL PROBLEMS","authors":"N.Yu. Kresova","doi":"10.25146/1995-0861-2021-58-4-309","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-309","url":null,"abstract":"Statement of the problem. Improving the quality of resolving difficult situations associated with teachers’ professional activity is possible only by studying those personal and situational variables that a) affect the resolution of difficult situations, b) are included in the personal structure and are available for comprehension. Tolerance for ambiguity (TA), being an intersubjective personality parameter, has all the necessary characteristics and can be considered when developing socio-psychological programs for teachers. However, its contribution to the resolution of difficult situations is currently not well understood. The purpose of the article is to show the place of TA in the structure of the personal component of situations related with pedagogical difficulties based on experimental data. Review of scientific literature on the problem. TA has many interpretations and is considered by researchers as a personality trait, as a metacognitive characteristic, as a socio-psychological attitude. Currently, without denying the multidimensionality of the concept, the emotional, cognitive and perceptual components of TA are considered. This means a return, at a new level, to the original idea of E. Frenkel-Brunswik, author of this psychological concept, who defined TA as an emotional-cognitive personality variable associated with the ambivalence of experiencing negative and positive properties of objects of reality. Sharing the views of E. Lehtinen and K. Merenluoto, we consider TA not as a stable, but as a dynamic characteristic. However, we have to admit that in this aspect the problem has been studied least of all. Therefore, studying the structure of the personal component of situations related with pedagogical difficulties, we consider as a separate task of studying TA as a structural component that develops in personal and situational interaction. Materials and methods. The research methodology is built in accordance with the idea of L.S. Vygotsky and K. Levin, according to which any objective characteristic with which a person interacts becomes subjective through experience. The second foundation is understanding of the personality in the existential and humanistic approach as the leading instance that mediates any interaction with the world and oneself. The third foundation is a situational approach. The study involved 111 practicing teachers, who were offered five problem-solving tasks. Self-reports were processed using content analysis, the results were correlated with the data of personality techniques, including S. Badner’s TA test, and were subjected to factorization. Research results. The paper proves that TA refers to intersubjective parameters that affect the relationship between the personality and the situation. The TA factor turned out to be significant for all three groups of open, closed, and mixed models of interaction in difficult situations and is included in the structure of the personal component of situations related w","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128005715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-301
Yulia S. Davydochkina, M. Safonova
Statement of the problem. Article presents an overview of theoretical positions and studies devoted to the formation of students’ motivation, considered as certain human actions aimed at achieving a goal, as well as being one of the conditions for successful self-organization. The purpose of the article is to characterize the features of the motives of educational activity among students from cadet schools and Mariinsky female gymnasiums, depending on the level of self-organization. Research methodology. Theoretical and methodological basis of research includes the following approaches: a systematic approach: the principle of consistency, the principle of development (L.I. Antsyferova, B.A. Drummers, I.V. Blauberg, B.F. Lomov, E.G. Yudin, etc.), activity-based approach: the principle of determinism, the principle of unity of consciousness and activity (K.A. Abulkhanova, A.G. Asmolov, L.S. Vygotsky, A.N. Leontiev, V.D. Shadrikov, etc.), and subject-developmental approach: the principle of balance between individual and the public (a. Adler, A. Maslow, K. Rogers, K.A. Abulkhanova, S.L. Rubinstein, E.A. Sergienko, L.V. Slobodchikov, etc.). The study involved 920 students of the cadet and female gymnasium education system of the Krasnoyarsk Territory aged 12 to 17. The research was based on the regional state educational organizations with the specialized name “cadet (sea cadet) corps” and the regional state educational organizations of the Mariinsky female gymnasium, as well as the regional state autonomous educational institution “Regional boarding school for work with gifted children “Cosmonautics School”. We used the following for diagnostics: the “Methodology for diagnosing the type of school motivation” in high school students by E. Lepeshova, and “Methodology for diagnosing personal time disorganizers” by O.V. Kuzmina. Statistical data processing included comparison of samples and analysis of the interdependence of features. To compare the samples, the Mann Whitney U-test was used, the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The key reasons leading to unproductive organization of the activity of students in cadet schools and Mariinsky gymnasiums are emotional tension and emotional apathy. Organizational disorganizers associated with the lack of skills in planning, setting priorities, ability to work on one problem for a long time, desire to postpone duties. Internal motives of learning related with knowledge, self-development, self-realization are noted in a small number of students. There is a high level of motivation associated with awareness of social need for education, prestige of education in a family, with approval of parents. The motives associated with the approval of teachers, classmates, and the prestige of studying in the classroom are mostly presented at a low level. The value-semantic disorganizers of time and emotional apathy have direct interrelationships in a
{"title":"FORMATION OF MOTIVES OF EDUCATIONAL ACTIVITY AS ONE OF THE CONDITIONS FOR SUCCESSFUL SELF-ORGANIZATION OF STUDENTS FROM CADET SCHOOLS AND MARIINSKY FEMALE GYMNASIUMS OF THE KRASNOYARSK TERRITORY","authors":"Yulia S. Davydochkina, M. Safonova","doi":"10.25146/1995-0861-2021-58-4-301","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-301","url":null,"abstract":"Statement of the problem. Article presents an overview of theoretical positions and studies devoted to the formation of students’ motivation, considered as certain human actions aimed at achieving a goal, as well as being one of the conditions for successful self-organization. The purpose of the article is to characterize the features of the motives of educational activity among students from cadet schools and Mariinsky female gymnasiums, depending on the level of self-organization. Research methodology. Theoretical and methodological basis of research includes the following approaches: a systematic approach: the principle of consistency, the principle of development (L.I. Antsyferova, B.A. Drummers, I.V. Blauberg, B.F. Lomov, E.G. Yudin, etc.), activity-based approach: the principle of determinism, the principle of unity of consciousness and activity (K.A. Abulkhanova, A.G. Asmolov, L.S. Vygotsky, A.N. Leontiev, V.D. Shadrikov, etc.), and subject-developmental approach: the principle of balance between individual and the public (a. Adler, A. Maslow, K. Rogers, K.A. Abulkhanova, S.L. Rubinstein, E.A. Sergienko, L.V. Slobodchikov, etc.). The study involved 920 students of the cadet and female gymnasium education system of the Krasnoyarsk Territory aged 12 to 17. The research was based on the regional state educational organizations with the specialized name “cadet (sea cadet) corps” and the regional state educational organizations of the Mariinsky female gymnasium, as well as the regional state autonomous educational institution “Regional boarding school for work with gifted children “Cosmonautics School”. We used the following for diagnostics: the “Methodology for diagnosing the type of school motivation” in high school students by E. Lepeshova, and “Methodology for diagnosing personal time disorganizers” by O.V. Kuzmina. Statistical data processing included comparison of samples and analysis of the interdependence of features. To compare the samples, the Mann Whitney U-test was used, the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The key reasons leading to unproductive organization of the activity of students in cadet schools and Mariinsky gymnasiums are emotional tension and emotional apathy. Organizational disorganizers associated with the lack of skills in planning, setting priorities, ability to work on one problem for a long time, desire to postpone duties. Internal motives of learning related with knowledge, self-development, self-realization are noted in a small number of students. There is a high level of motivation associated with awareness of social need for education, prestige of education in a family, with approval of parents. The motives associated with the approval of teachers, classmates, and the prestige of studying in the classroom are mostly presented at a low level. The value-semantic disorganizers of time and emotional apathy have direct interrelationships in a","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121549759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-300
E.E. Katysheva, К.К. Lavrichenko
Statement of the problem. The rapidly improving, easily accessible, well-designed and reliable digital technology transforms all spheres of life, including educational system. The expected results of the federal project “Modern school” include updating of contents and technologies of teaching general education programmes, including ones in professional educational organizations by the end of 2024. Active use of interactive sheets of mathematical content, contributing to not only intellectual and cognitive activities, but also to development of communicative skills among secondary vocational education students, is relevant. This requires that mathematics teachers should understand better the concepts of visualization of educational content and master new tool programmes for their creation and integration into the educational process. Vizualization tools can be not only maps, scale matrices, presentations, educational films, and printed workbooks, but also interactive, multimedia worksheets created on educational platforms that can be accessed from any smartphone, tablet, and computer at any time if this access is available. This individualizes educational process and develops communicative skills among future mid-level professionals, because the labor market places new demands on graduates with secondary vocational education which imply certain professional competences of future mid-level managers. The purpose of article is to determine the reasons for visualization of mathematical training material, its structure, instruments for its creation and application in the educational process. Methodology of research includes the principle of system quantization and cognitive visualization. Research results. The need to visualize training material used in mathematics classes has been identified and justified; the structure of worksheets has been presented; tools for development and use of interactive worksheets stimulating development of communicative interaction has been proposed. Conclusion. The article defines the technologies of educational content visualization as conditions for development of students’ communication competences in mathematics education. Worksheet structure has been identified and validated, digital tools for their creation and use in face-to-face and distant training in mathematics classes have been tested.
{"title":"VISUALIZATION OF MATHEMATICAL TRAINING CONTENT FOR FUTURE CAR DRIVERS AS A CONDITION FOR DEVELOPMENT OF COMMUNICATIVE COMPETENCES","authors":"E.E. Katysheva, К.К. Lavrichenko","doi":"10.25146/1995-0861-2021-58-4-300","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-300","url":null,"abstract":"Statement of the problem. The rapidly improving, easily accessible, well-designed and reliable digital technology transforms all spheres of life, including educational system. The expected results of the federal project “Modern school” include updating of contents and technologies of teaching general education programmes, including ones in professional educational organizations by the end of 2024. Active use of interactive sheets of mathematical content, contributing to not only intellectual and cognitive activities, but also to development of communicative skills among secondary vocational education students, is relevant. This requires that mathematics teachers should understand better the concepts of visualization of educational content and master new tool programmes for their creation and integration into the educational process. Vizualization tools can be not only maps, scale matrices, presentations, educational films, and printed workbooks, but also interactive, multimedia worksheets created on educational platforms that can be accessed from any smartphone, tablet, and computer at any time if this access is available. This individualizes educational process and develops communicative skills among future mid-level professionals, because the labor market places new demands on graduates with secondary vocational education which imply certain professional competences of future mid-level managers. The purpose of article is to determine the reasons for visualization of mathematical training material, its structure, instruments for its creation and application in the educational process. Methodology of research includes the principle of system quantization and cognitive visualization. Research results. The need to visualize training material used in mathematics classes has been identified and justified; the structure of worksheets has been presented; tools for development and use of interactive worksheets stimulating development of communicative interaction has been proposed. Conclusion. The article defines the technologies of educational content visualization as conditions for development of students’ communication competences in mathematics education. Worksheet structure has been identified and validated, digital tools for their creation and use in face-to-face and distant training in mathematics classes have been tested.","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131640351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-304
O.V. Boguslavskaya, E. V. Osetrova
Statement of the problem. This work is devoted to the study of the linguistic image of a Russian woman politician – a special type of public image that attracts the attention of both the mass addressee and the professional expert community. The very concept of “linguistic image” is used in many social and scientific practices, being of great interest for modern humanitarian knowledge – imageology, linguistics, psychology, sociology, philosophy, advertising, public relations, etc. Within the field of linguistic image, as well as in the linguistic theory of linguistic personality, the aspect of the subjective component of public speech, the so-called “author in the text”, has always been highlighted as a separate aspect. This is interconnected not only with anthropocentrism as a universal scientific idea of the 21st century, but also with the global process of mediatization of all spheres of human activity. The purpose of the article is to reconstruct the subjective component of the linguistic image of a woman politician in the context of public social and speech activity. The methodology (materials and methods). The methodology of the analysis undertaken is based on the provisions and ideas of imageology, the theory of linguistic personality and linguistic semantics, in the context of which descriptive-analytical and comparative methods were used, as well as the method of semantic text analysis. The research material included the texts of public speeches and statements of 2016–2018, belonging to two representatives of modern Russian politics – Maria Zakharova and Natalia Poklonskaya. Research results. In the speeches of M. Zakharova and N. Poklonskaya, the description of social-speech communication corresponds to one language model and is presented in three aspects: 1) space (where?), 2) participants (who?), and 3) metascenarios of social-speech communication (what is happening?). In the texts of these women politicians, this semantic model is filled with its own content, which has general and specific elements that characterize their public images in different ways. Russia is described as a common communicative space for the activities of political subjects, despite the fact that for M. Zakharova the Ministry of Foreign Affairs turns out to be a specific medium of communication, and for N. Poklonskaya these are the State Duma, the Prosecutor’s Office and the Crimea. The common thing is that both speakers inscribe their own communicative activity in a threefold structure, where the main participants are a) the speaker himself, b) his associates and c) his opponents. In the contexts of M. Zakharova, the listed participants are embodied in roles: a) “Me” as “an intermediary” or “a moderator”, b) “We” as “diplomats”, as “teammates”, or a subject of the “conciliar” type (Russia, Moscow, diplomatic corps);in the contexts of M. Poklonskaya – a) “Me” as “a stateswoman” or “a prosecutor”, and also b) “We” as “prosecutors”, as “associates” and as “truste
{"title":"SUBJECTIVE COMPONENTS OF THE LINGUISTIC IMAGE OF A WOMAN POLITICIAN: THE CONTEXT OF SOCIAL AND SPEECH ACTIVITY","authors":"O.V. Boguslavskaya, E. V. Osetrova","doi":"10.25146/1995-0861-2021-58-4-304","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-304","url":null,"abstract":"Statement of the problem. This work is devoted to the study of the linguistic image of a Russian woman politician – a special type of public image that attracts the attention of both the mass addressee and the professional expert community. The very concept of “linguistic image” is used in many social and scientific practices, being of great interest for modern humanitarian knowledge – imageology, linguistics, psychology, sociology, philosophy, advertising, public relations, etc. Within the field of linguistic image, as well as in the linguistic theory of linguistic personality, the aspect of the subjective component of public speech, the so-called “author in the text”, has always been highlighted as a separate aspect. This is interconnected not only with anthropocentrism as a universal scientific idea of the 21st century, but also with the global process of mediatization of all spheres of human activity. The purpose of the article is to reconstruct the subjective component of the linguistic image of a woman politician in the context of public social and speech activity. The methodology (materials and methods). The methodology of the analysis undertaken is based on the provisions and ideas of imageology, the theory of linguistic personality and linguistic semantics, in the context of which descriptive-analytical and comparative methods were used, as well as the method of semantic text analysis. The research material included the texts of public speeches and statements of 2016–2018, belonging to two representatives of modern Russian politics – Maria Zakharova and Natalia Poklonskaya. Research results. In the speeches of M. Zakharova and N. Poklonskaya, the description of social-speech communication corresponds to one language model and is presented in three aspects: 1) space (where?), 2) participants (who?), and 3) metascenarios of social-speech communication (what is happening?). In the texts of these women politicians, this semantic model is filled with its own content, which has general and specific elements that characterize their public images in different ways. Russia is described as a common communicative space for the activities of political subjects, despite the fact that for M. Zakharova the Ministry of Foreign Affairs turns out to be a specific medium of communication, and for N. Poklonskaya these are the State Duma, the Prosecutor’s Office and the Crimea. The common thing is that both speakers inscribe their own communicative activity in a threefold structure, where the main participants are a) the speaker himself, b) his associates and c) his opponents. In the contexts of M. Zakharova, the listed participants are embodied in roles: a) “Me” as “an intermediary” or “a moderator”, b) “We” as “diplomats”, as “teammates”, or a subject of the “conciliar” type (Russia, Moscow, diplomatic corps);in the contexts of M. Poklonskaya – a) “Me” as “a stateswoman” or “a prosecutor”, and also b) “We” as “prosecutors”, as “associates” and as “truste","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121419740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-305
A. Vasilyev
Statement of the problem. The collection of phraseological units makes up a noticeable part of the lexicon. Phraseologisms, due to their expressiveness, are often used to give texts a greater expressive effect. A special place belongs to phraseological unity, capable of acting both as stable and as free phrases. Literature review. The use of such potentials as the basis of pictorial technique was considered by many linguists: V.V. Vinogradov, N.M. Shansky, A.I. Fedorov, D.N. Shmelev et al. The purpose of this article is a multifaceted analysis of the use of phraseological unit “to pull somebody’s leg” in fiction and journalistic texts of a number of Russian writers. Research results. On the example of the use of phraseological unity “to pull somebody’s leg” in a number of works, it is established that these phenomena are of an intertextual nature. It is advisable to consider specific phenomena related to this issue in a somewhat broader manner and in different aspects. Such an approach reveals not only a certain mutual similarity, but also the purely individual techniques of the original author, as well as the role of specific episodes in the explication of the probable intentions of the entire work as a whole. Conclusions. As a result of the study, there is noted the variability of the likely author’s intentions, the immanent pictorial potential of the phrase “to pull somebody’s leg”.
{"title":"AUTHOR-DEVELOPED USAGE OF PHRASEOLOGICAL UNITY / FREE PHRASE AS INTERTEXTUAL TECHNIQUE","authors":"A. Vasilyev","doi":"10.25146/1995-0861-2021-58-4-305","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-305","url":null,"abstract":"Statement of the problem. The collection of phraseological units makes up a noticeable part of the lexicon. Phraseologisms, due to their expressiveness, are often used to give texts a greater expressive effect. A special place belongs to phraseological unity, capable of acting both as stable and as free phrases. Literature review. The use of such potentials as the basis of pictorial technique was considered by many linguists: V.V. Vinogradov, N.M. Shansky, A.I. Fedorov, D.N. Shmelev et al. The purpose of this article is a multifaceted analysis of the use of phraseological unit “to pull somebody’s leg” in fiction and journalistic texts of a number of Russian writers. Research results. On the example of the use of phraseological unity “to pull somebody’s leg” in a number of works, it is established that these phenomena are of an intertextual nature. It is advisable to consider specific phenomena related to this issue in a somewhat broader manner and in different aspects. Such an approach reveals not only a certain mutual similarity, but also the purely individual techniques of the original author, as well as the role of specific episodes in the explication of the probable intentions of the entire work as a whole. Conclusions. As a result of the study, there is noted the variability of the likely author’s intentions, the immanent pictorial potential of the phrase “to pull somebody’s leg”.","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115943694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-299
L. Novopashina, E. Grigoryeva, D. Kuzina, Yulia A. Cherkasova
Statement of the problem. The authors consider the assessment of teachers’ professional deficits as a key problem. The expanded interpretation of deficits and assessment systems interfere with the real qualitative professional level of teachers and do not allow them to predict, plan and implement the necessary actions and activities that are aimed at professional development. The purpose of the article is to construct a typology of professional teacher deficits based on cluster analysis in the context of municipalities of the Krasnoyarsk Territory. Methodology (materials and methods). The article was prepared with the support of the Krasnoyarsk Regional Foundation for the Support of Scientific and Technical Activities in the framework of the project “Comprehensive study of professional deficits and difficulties among teachers of the Krasnoyarsk Territory”. The authors define professional deficits as a disadvantage (limitation) in professional competence that hinders the effective implementation of professional actions. Based on a questionnaire survey of 3,375 teachers of the Krasnoyarsk Territory, a typology of professional deficits is built using factor and cluster analysis. Research results. Empirically, 13 groups of municipalities have been identified for which an appropriate profile has been established for 15 factors. The obtained profiles characterize each combined group by the professional deficits of teachers who are differentiated relative to clusters. Conclusions. The results obtained significantly specify the connections and establish latent stable characteristics. The revealed typology shows the characteristic features of the model of professional teacher deficits in the context of municipalities. The use of the data obtained contributes to the development of a qualitative system for improving the qualifications of teachers.
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Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-302
N. Selezneva, A. Belaya, A. V. Gruzintsev
Statement of the problem. The article is devoted to the problem of the influence of network communications on the personality of students. The purpose of the article is to present the results of the analysis of scientific literature, the results of empirical research, which make it possible to distinguish the entities, characteristics and indicators of the influence of network communications on personality in the learning process, to determine positive and negative trends of this influence in the context of the psychological and social aspect of the subjective-developmental approach. The methodological foundation consists of works on personality (K.A. Abulkhanova), tolerance for ambiguity among teachers and students (T.V. Kornilova, S.D. Smirnov), personal decision-making (A.I. Sannikov), about the viability of an individual (N.T. Selezneva, N.V. Rublenko, T.Yu. Todysheva), representing digital society as a socio-cultural phenomenon (G.N. Sergeeva), processes of digitalization of modern education (V.S. Agapov, A.M. Balykina). This made it possible to determine the methodological foundations of the study on the qualitative content of the influence of network communications on personality in the process of training. The basis for the choice of research methods was understanding of the complexity of the structure of the personality, the multifaceted manifestation of it in real life and virtual space of education environment. Research methods. The following methods were used in this study: 1. Questionnaire on “Style of self-regulation of behavior – SSB” (V.I. Morosanova). 2. Questionnaire of reflexivity (A.V. Karpov). 3. Questionnaire on “Communicative and organizational tendencies” (V.A. Sinyavsky, B.A. Fedorishin). 4. Value questionnaire (S. Schwartz). 5. Test on “Motivation to succeed” (T. Elers). 6. Questionnaire on “Modern social values” (N.T. Selezneva). The results of the study allow us to distinguish the influence of network communications on reflexive, regulatory, motivational mechanisms of personality self-consciousness, which determine the self-development of personality, its productive expression in real life and virtual space. The unproductive realization of the personality is possible in the absence of the integrity of life space in its consciousness. Conclusion. Active users of network communications, young people studying at universities and colleges, in whose consciousness representations of eventuality are formed – the perception of a holistic life space. They show readiness and ability to self-develop qualitative characteristics of meaningful orientations, ideas about themselves, as a subject of life dynamics, having freedom of choice, timely assessment of life problem situations, self-organization in the construction of educational and professional activities. Users of network communications who do not express subjectivity need psychological support throughout the entire process of organizing educational and professional activitie
{"title":"PSYCHOLOGICAL FACTORS FOR PERSONALITY USE OF NETWORK COMMUNICATIONS","authors":"N. Selezneva, A. Belaya, A. V. Gruzintsev","doi":"10.25146/1995-0861-2021-58-4-302","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-302","url":null,"abstract":"Statement of the problem. The article is devoted to the problem of the influence of network communications on the personality of students. The purpose of the article is to present the results of the analysis of scientific literature, the results of empirical research, which make it possible to distinguish the entities, characteristics and indicators of the influence of network communications on personality in the learning process, to determine positive and negative trends of this influence in the context of the psychological and social aspect of the subjective-developmental approach. The methodological foundation consists of works on personality (K.A. Abulkhanova), tolerance for ambiguity among teachers and students (T.V. Kornilova, S.D. Smirnov), personal decision-making (A.I. Sannikov), about the viability of an individual (N.T. Selezneva, N.V. Rublenko, T.Yu. Todysheva), representing digital society as a socio-cultural phenomenon (G.N. Sergeeva), processes of digitalization of modern education (V.S. Agapov, A.M. Balykina). This made it possible to determine the methodological foundations of the study on the qualitative content of the influence of network communications on personality in the process of training. The basis for the choice of research methods was understanding of the complexity of the structure of the personality, the multifaceted manifestation of it in real life and virtual space of education environment. Research methods. The following methods were used in this study: 1. Questionnaire on “Style of self-regulation of behavior – SSB” (V.I. Morosanova). 2. Questionnaire of reflexivity (A.V. Karpov). 3. Questionnaire on “Communicative and organizational tendencies” (V.A. Sinyavsky, B.A. Fedorishin). 4. Value questionnaire (S. Schwartz). 5. Test on “Motivation to succeed” (T. Elers). 6. Questionnaire on “Modern social values” (N.T. Selezneva). The results of the study allow us to distinguish the influence of network communications on reflexive, regulatory, motivational mechanisms of personality self-consciousness, which determine the self-development of personality, its productive expression in real life and virtual space. The unproductive realization of the personality is possible in the absence of the integrity of life space in its consciousness. Conclusion. Active users of network communications, young people studying at universities and colleges, in whose consciousness representations of eventuality are formed – the perception of a holistic life space. They show readiness and ability to self-develop qualitative characteristics of meaningful orientations, ideas about themselves, as a subject of life dynamics, having freedom of choice, timely assessment of life problem situations, self-organization in the construction of educational and professional activities. Users of network communications who do not express subjectivity need psychological support throughout the entire process of organizing educational and professional activitie","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129367592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-307
Yu.S. Bushlanova
Statement of the problem. Often, due to the lack of knowledge about the world of professions, the divergent influence of the family, school and the media in matters of professional identification, the lack of high-quality professional information, the lack of practical experience in professional activities, high school graduates cannot accurately determine the stages of further education, that is, build an individual educational route of professional identification. To increase the efficiency of the process of professional identification of a high school graduate, assistance is required not only in choosing a profession, but also in finding resources to develop and implement an adequate educational and professional scenario, as well as in training in the independent use of these resources. Today’s digital technologies are of help. The purpose of the article is to present (reveal) the capabilities of the digital educational and methodological complex “School skills. Pro Professions” in the work on vocational guidance and professional identification of high school students in an interactive environment. The methodological basis of the study includes the works by E.A. Klimov, N.S. Pryazhnikov, S.N. Chistyakova and other Russian and foreign researchers (S. Fukuyama, J. Golland, E. Bern). Professional identification of a person is defined as a conscious process of building a personal professional plan when choosing a profession on the basis of analysis, assessment of the internal resources of the subject of choice, correlation with the requirements of the profession, as well as the readiness of the person for professional choice. Professional identification is connected with the formation of components of the psychological system of professional formation and realization of personality on the basis of knowledge/self-knowledge and assessment/self-assessment of social and professional requirements, conditions of professionalization and individual capabilities of the subject of work. Research results. The article reveals the possibilities of the digital educational and methodological complex “School skills. Pro Profession” in the work on vocational guidance and professional identification of high school students in an interactive environment. Digital Educational and Methodological Complex (DEMC) is presented as a structured set of educational tools, electronic normative and educational documentation, a set of electronic educational resources, information and communication technology tools and automated systems containing interconnected content and intended for joint use by participants for effective training in programmes for the development of soft skills, as well as studying up educational subjects, courses, disciplines on professional identification in the context of digital transformation of the educational process. Conclusions. The introduction of information technologies in such a field of development of high school students as a choice of a future
{"title":"APPLICATION OF DIGITAL EDUCATIONAL AND METHODOLOGICAL COMPLEX “SCHOOL SKILLS. PRO PROFESSIONS” IN THE WORK ON PROFESSIONAL IDENTIFICATION OF HIGH SCHOOLERS","authors":"Yu.S. Bushlanova","doi":"10.25146/1995-0861-2021-58-4-307","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-307","url":null,"abstract":"Statement of the problem. Often, due to the lack of knowledge about the world of professions, the divergent influence of the family, school and the media in matters of professional identification, the lack of high-quality professional information, the lack of practical experience in professional activities, high school graduates cannot accurately determine the stages of further education, that is, build an individual educational route of professional identification. To increase the efficiency of the process of professional identification of a high school graduate, assistance is required not only in choosing a profession, but also in finding resources to develop and implement an adequate educational and professional scenario, as well as in training in the independent use of these resources. Today’s digital technologies are of help. The purpose of the article is to present (reveal) the capabilities of the digital educational and methodological complex “School skills. Pro Professions” in the work on vocational guidance and professional identification of high school students in an interactive environment. The methodological basis of the study includes the works by E.A. Klimov, N.S. Pryazhnikov, S.N. Chistyakova and other Russian and foreign researchers (S. Fukuyama, J. Golland, E. Bern). Professional identification of a person is defined as a conscious process of building a personal professional plan when choosing a profession on the basis of analysis, assessment of the internal resources of the subject of choice, correlation with the requirements of the profession, as well as the readiness of the person for professional choice. Professional identification is connected with the formation of components of the psychological system of professional formation and realization of personality on the basis of knowledge/self-knowledge and assessment/self-assessment of social and professional requirements, conditions of professionalization and individual capabilities of the subject of work. Research results. The article reveals the possibilities of the digital educational and methodological complex “School skills. Pro Profession” in the work on vocational guidance and professional identification of high school students in an interactive environment. Digital Educational and Methodological Complex (DEMC) is presented as a structured set of educational tools, electronic normative and educational documentation, a set of electronic educational resources, information and communication technology tools and automated systems containing interconnected content and intended for joint use by participants for effective training in programmes for the development of soft skills, as well as studying up educational subjects, courses, disciplines on professional identification in the context of digital transformation of the educational process. Conclusions. The introduction of information technologies in such a field of development of high school students as a choice of a future","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134072819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.25146/1995-0861-2021-58-4-310
S.V. Saryglar
Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.
{"title":"COMPUTER ANIMATION IN 7TH GRADE ALGEBRA LESSONS: RESULTS OF EXPERIMENTAL WORK","authors":"S.V. Saryglar","doi":"10.25146/1995-0861-2021-58-4-310","DOIUrl":"https://doi.org/10.25146/1995-0861-2021-58-4-310","url":null,"abstract":"Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.","PeriodicalId":408582,"journal":{"name":"Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131854769","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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