Pub Date : 2015-09-11DOI: 10.17853/1994-5639-2015-7-135-151
Natalia V. Buhanova, K. V. Kuzmin, L. Petrova, Sergey A. Chemezov
The aim of the investigation is to perform comparative analysis of the quality assessment and policies of quality assurance in postsecondary education in Canada and Russian Federation. Methods. The theoretical methods involve comparative analysis and synthesis, induction and deduction, extrapolation and modelling. Results. Russia and Canada have different policies on quality assurance in the distance learning and are at different stages of implementation of distance learning into postsecondary curricula. The Canadian system of postsecondary education is regulated not by the State but by professional societies, licensing organisations, and experts. Canadian postsecondary institutions have efficient systems of quality assurance, quality standards and accreditation. Blended learning is widely used in Canadian medical schools and is mandatory for continuous professional development. In Russia, the system of quality assurance for distance learning is regulated by the State. At present, Russia has developed policies on distance learning but unified quality standards in this field are absent. Blended learning is used in the medical schools but its implementation has just begun as continuous professional development. Scientific novelty. For the first time, the results of comparative analysis of the policies on quality assurance in distance learning in Russia and Canada are described. Practical significance. This research has showed the needs of the development of the system of quality standards and the policy on quality assurance of distance learning in the Russia postsecondary education.
{"title":"Стандарты качества дистанционного образования в высшей школе: сравнительный анализ Канады и России","authors":"Natalia V. Buhanova, K. V. Kuzmin, L. Petrova, Sergey A. Chemezov","doi":"10.17853/1994-5639-2015-7-135-151","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-7-135-151","url":null,"abstract":"The aim of the investigation is to perform comparative analysis of the quality assessment and policies of quality assurance in postsecondary education in Canada and Russian Federation. Methods. The theoretical methods involve comparative analysis and synthesis, induction and deduction, extrapolation and modelling. Results. Russia and Canada have different policies on quality assurance in the distance learning and are at different stages of implementation of distance learning into postsecondary curricula. The Canadian system of postsecondary education is regulated not by the State but by professional societies, licensing organisations, and experts. Canadian postsecondary institutions have efficient systems of quality assurance, quality standards and accreditation. Blended learning is widely used in Canadian medical schools and is mandatory for continuous professional development. In Russia, the system of quality assurance for distance learning is regulated by the State. At present, Russia has developed policies on distance learning but unified quality standards in this field are absent. Blended learning is used in the medical schools but its implementation has just begun as continuous professional development. Scientific novelty. For the first time, the results of comparative analysis of the policies on quality assurance in distance learning in Russia and Canada are described. Practical significance. This research has showed the needs of the development of the system of quality standards and the policy on quality assurance of distance learning in the Russia postsecondary education.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"135-151"},"PeriodicalIF":0.7,"publicationDate":"2015-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570010","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 : 2015-09-11DOI: 10.17853/1994-5639-2015-7-181-191
Tatiana V. Masharova, N. I. Marinina
The aim of the study is to consider the problem of the improvement of the students-managers linguistic competence. Methods. The analysis of the features of the linguistic competence formation of the future managers with the help of critical thinking technology was used at the initial stage. The model of the organization of the effective foreign language practicals is developed by means of pedagogical simulation. The testing of the control and the experimental groups with the future statistical data processing is used to evaluate the developed model effectiveness. Results. Methods and teaching techniques are used in compliance with each stage of cognitive activity. The necessary requirements while the organization and the conducting of the foreign language practicals when critical thinking skills learning are stated. The role of the professionally-oriented foreign texts in the higher educational institutions for the critical thinking development and the improvement of the future managers’ linguistic competence is identified. Scientific novelty. A model of foreign language practicals for students of economics using the stages of cognitive activity and methods and techniques of critical thinking is developed. The dependence between the requirements for foreign language practicals and information mastery level is defined. Practical significance. The complex of foreign language practicals for students of economics increasing the level of language training is developed on the basis of theoretical survey and experimental data.
{"title":"Технология критического мышления как эффективное средство развития языковой компетентности будущих менеджеров","authors":"Tatiana V. Masharova, N. I. Marinina","doi":"10.17853/1994-5639-2015-7-181-191","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-7-181-191","url":null,"abstract":"The aim of the study is to consider the problem of the improvement of the students-managers linguistic competence. Methods. The analysis of the features of the linguistic competence formation of the future managers with the help of critical thinking technology was used at the initial stage. The model of the organization of the effective foreign language practicals is developed by means of pedagogical simulation. The testing of the control and the experimental groups with the future statistical data processing is used to evaluate the developed model effectiveness. Results. Methods and teaching techniques are used in compliance with each stage of cognitive activity. The necessary requirements while the organization and the conducting of the foreign language practicals when critical thinking skills learning are stated. The role of the professionally-oriented foreign texts in the higher educational institutions for the critical thinking development and the improvement of the future managers’ linguistic competence is identified. Scientific novelty. A model of foreign language practicals for students of economics using the stages of cognitive activity and methods and techniques of critical thinking is developed. The dependence between the requirements for foreign language practicals and information mastery level is defined. Practical significance. The complex of foreign language practicals for students of economics increasing the level of language training is developed on the basis of theoretical survey and experimental data.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"181-191"},"PeriodicalIF":0.7,"publicationDate":"2015-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570083","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 : 2015-09-10DOI: 10.17853/1994-5639-2015-7-62-74
Sergey A. Safontsev, Natalya Safontseva
The aim of this study is the description of modular structure of the academic discipline in accordance with the requirements of Federal State Educational Standards. Methods. The authors use the methods of standardization of the educational system that are based on educational theory quality measurement. As the process of learning does not depend on the perspective of the diagnostician, the objectification of the results has been achieved by using relative units, allowing the authors to compare the effectiveness of different stages of education quality assessment with quantitative methods. Furthermore, sampling method, correlation and comparative analysis of statistical significance of the obtained distributions have been used to exclude from analytical data the results that were not confirmed experimentally. Results. Statistical methods are presented in a complex, allowing the authors to receive experimental result at level of the statistical importance of psychological and pedagogical researches. According to ideas of the competence-based education and general theory of systems and educational qualimetry, it is shown that constructs of vocational training are problem, test and detailed designs included in structure of educational modules. Funds of estimated means have been used to measure the level of trainee’s competences: – problematic situation of uncertainty orientation for current control; – situations of test and project orientation for boundary control at the end of each module, intermediate control in the form of the exam held at the end of the semester, as well as state certification of control at the end of the study at the university. Validity of the degree of interest of the learning process, reliability of coincidences constructive reflection of students’ own achievements with independent project performance and efficiency as the ratio of the result obtained to the costs of implementing the target function of the educational system have been determined consistently in the framework of the implementation of standardization situations of uncertainty. Integrated indicator of efficiency of the educational system has statistically confirmed the advantage of competence-based education over the traditional practice of teaching and educating. Scientific novelty. The methods of education standardization including the determination of the validity, reliability and efficiency have achieved further development. Practical significance. The research findings can be useful while designing an experimental framework for modular learning model that is currently important nowadays.
{"title":"СТАНДАРТИЗАЦИЯ СИТУАЦИЙ НЕОПРЕДЕЛЕННОСТИ УЧЕБНЫХ МОДУЛЕЙ","authors":"Sergey A. Safontsev, Natalya Safontseva","doi":"10.17853/1994-5639-2015-7-62-74","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-7-62-74","url":null,"abstract":"The aim of this study is the description of modular structure of the academic discipline in accordance with the requirements of Federal State Educational Standards. Methods. The authors use the methods of standardization of the educational system that are based on educational theory quality measurement. As the process of learning does not depend on the perspective of the diagnostician, the objectification of the results has been achieved by using relative units, allowing the authors to compare the effectiveness of different stages of education quality assessment with quantitative methods. Furthermore, sampling method, correlation and comparative analysis of statistical significance of the obtained distributions have been used to exclude from analytical data the results that were not confirmed experimentally. Results. Statistical methods are presented in a complex, allowing the authors to receive experimental result at level of the statistical importance of psychological and pedagogical researches. According to ideas of the competence-based education and general theory of systems and educational qualimetry, it is shown that constructs of vocational training are problem, test and detailed designs included in structure of educational modules. Funds of estimated means have been used to measure the level of trainee’s competences: – problematic situation of uncertainty orientation for current control; – situations of test and project orientation for boundary control at the end of each module, intermediate control in the form of the exam held at the end of the semester, as well as state certification of control at the end of the study at the university. Validity of the degree of interest of the learning process, reliability of coincidences constructive reflection of students’ own achievements with independent project performance and efficiency as the ratio of the result obtained to the costs of implementing the target function of the educational system have been determined consistently in the framework of the implementation of standardization situations of uncertainty. Integrated indicator of efficiency of the educational system has statistically confirmed the advantage of competence-based education over the traditional practice of teaching and educating. Scientific novelty. The methods of education standardization including the determination of the validity, reliability and efficiency have achieved further development. Practical significance. The research findings can be useful while designing an experimental framework for modular learning model that is currently important nowadays.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"8 1","pages":"62-74"},"PeriodicalIF":0.7,"publicationDate":"2015-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570132","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 : 2015-06-04DOI: 10.17853/1994-5639-2015-5-57-71
Novokreshchenova Natalia
The aim of the investigation is to study practical approaches to the assessment of employee satisfaction in higher education institutions; to identify and determine the maturity level of assessment systems established in the universities. Methods. The methods involve general and special methods of scientific knowledge such as analogy, systemic and structural analysis, content analysis, and comparison method. Results. The paper presents the results of practical research on Russian universities activities on the sphere of the employee satisfaction assessment. 29 Russian national research universities were selected for the analysis. The levels of systems development of a satisfaction assessment of the personnel and approaches to such procedures are designated on the basis of the content of internal university documents. It is noted that development of satisfaction assessment systems of the personnel of high schools, complex revealing both subjective, and its objective indicators will allow the staff to make more well-founded administrative decisions, and to raise interest of employees in evolution of activity of educational institution; expenses reduction by high school of time and intellectual resources can become an economic benefit. Scientific novelty and practical significance. Material, presented in the paper, can be useful to employees of HR and quality control departments of higher educational institutions of Russia; as well as to managers who work in the education system and participate in the work of staff satisfaction evaluation. Theoretical aspects of the paper can become the basis for the formation and development of models of staff satisfaction evaluation systems and the starting point of any research related to the development of guidelines for the satisfaction staff assessment.
{"title":"Системы оценки удовлетворенности персонала в национальных исследовательских вузах России","authors":"Novokreshchenova Natalia","doi":"10.17853/1994-5639-2015-5-57-71","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-5-57-71","url":null,"abstract":"The aim of the investigation is to study practical approaches to the assessment of employee satisfaction in higher education institutions; to identify and determine the maturity level of assessment systems established in the universities. Methods. The methods involve general and special methods of scientific knowledge such as analogy, systemic and structural analysis, content analysis, and comparison method. Results. The paper presents the results of practical research on Russian universities activities on the sphere of the employee satisfaction assessment. 29 Russian national research universities were selected for the analysis. The levels of systems development of a satisfaction assessment of the personnel and approaches to such procedures are designated on the basis of the content of internal university documents. It is noted that development of satisfaction assessment systems of the personnel of high schools, complex revealing both subjective, and its objective indicators will allow the staff to make more well-founded administrative decisions, and to raise interest of employees in evolution of activity of educational institution; expenses reduction by high school of time and intellectual resources can become an economic benefit. Scientific novelty and practical significance. Material, presented in the paper, can be useful to employees of HR and quality control departments of higher educational institutions of Russia; as well as to managers who work in the education system and participate in the work of staff satisfaction evaluation. Theoretical aspects of the paper can become the basis for the formation and development of models of staff satisfaction evaluation systems and the starting point of any research related to the development of guidelines for the satisfaction staff assessment.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"57-71"},"PeriodicalIF":0.7,"publicationDate":"2015-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569541","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 : 2015-06-04DOI: 10.17853/1994-5639-2015-5-149-165
I. Elena, J. Holly, V. Yulia
The primary objectives of this paper are as follows: 1) to describe the experience of implementing interdisciplinary and single-subject team teaching into the educational process at Kalashnikov Izhevsk State Technical University while teaching English for Specific Purposes; 2) to assess the efficacy of the pedagogy through qualitative and quantitative students’ outcomes; 3) to discuss our experience and give recommendations for those interested in team-teaching. Methods. To evaluate the efficacy of team-based integrative teaching, we used quantitative and qualitative assessment. A set of quantitative pre- and postsurveys were administered in experimental team-taught group and a non-teamtaught «control» group. Students’ motivation and attitudes were evaluated through questionnaires, interviews and discussions. Results. The conducted experiment has showed that students in the experimental group considerably improved their level of mastering foreign language lexicon compared to the students in the «control» group. They also reinforced their motivation for learning English. Based on the results of the questionnaire analysis and discussion, the authors have formulated recommendations for implementing team-teaching technology in educational process. Scientific novelty. The article contributes to the theory of developing the foreign language lexicon under integrative ESP and professional course instruction. The theory is based on combining ESP and professional discipline components at all stages of educational process. In addition, the authors have formulated the main challenges and advantages of single-subject team-teaching variations as well as the application where it brought the best results. Practical significance. The authors suggested some valuable recommendations on planning and implementing the educational process with ESP teamteaching at a technical university.
{"title":"Esp team teaching at technical universities: experience and perspectives","authors":"I. Elena, J. Holly, V. Yulia","doi":"10.17853/1994-5639-2015-5-149-165","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-5-149-165","url":null,"abstract":"The primary objectives of this paper are as follows: 1) to describe the experience of implementing interdisciplinary and single-subject team teaching into the educational process at Kalashnikov Izhevsk State Technical University while teaching English for Specific Purposes; 2) to assess the efficacy of the pedagogy through qualitative and quantitative students’ outcomes; 3) to discuss our experience and give recommendations for those interested in team-teaching. Methods. To evaluate the efficacy of team-based integrative teaching, we used quantitative and qualitative assessment. A set of quantitative pre- and postsurveys were administered in experimental team-taught group and a non-teamtaught «control» group. Students’ motivation and attitudes were evaluated through questionnaires, interviews and discussions. Results. The conducted experiment has showed that students in the experimental group considerably improved their level of mastering foreign language lexicon compared to the students in the «control» group. They also reinforced their motivation for learning English. Based on the results of the questionnaire analysis and discussion, the authors have formulated recommendations for implementing team-teaching technology in educational process. Scientific novelty. The article contributes to the theory of developing the foreign language lexicon under integrative ESP and professional course instruction. The theory is based on combining ESP and professional discipline components at all stages of educational process. In addition, the authors have formulated the main challenges and advantages of single-subject team-teaching variations as well as the application where it brought the best results. Practical significance. The authors suggested some valuable recommendations on planning and implementing the educational process with ESP teamteaching at a technical university.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"149-165"},"PeriodicalIF":0.7,"publicationDate":"2015-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569467","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 : 2015-06-03DOI: 10.17853/1994-5639-2015-5-39-57
Дремина Мария Анатольевна, Горбунова Галина Анатольевна, Копнов Виталий Анатольевич
The aim of the study is to identify the phenomenon and to describe the concept forming the competences of university graduates provided with signs of corporate identity. Methods. Methods of the system and comparative analysis, synthesis, generalisation, analogy are used in the presented paper. Results. The key role of corporate culture of high school in formation of actual competences providing future graduates success is proved on the basis of materials of the Russian and foreign researches. The social and pedagogical contradictions which are that the declared accounting of features of corporate culture in pedagogical process isn't provided with mechanisms of design of the competences provided with signs of corporate identity are revealed. Missions of modern leading high schools are analysed for the purpose of definition of these signs. The necessity of changing the model of corporate culture at the stage preceding the design of learning outcomes is justified. Scientific novelty. The concept of application of the model of HEI (Higher Education Institutions) corporate culture as a key reference point for forming competences provided with signs of corporate identity is offered. The concept considers features of transition of the Russian HEI to work in conditions fulfilling requirements of the Bologna agreement. The concept is caused also by an indicator «Success of university graduates, achievements of HEI in the process of selection of elite at national and international levels» by criterion «brand» in the model of National Universities Ranking. The new concept «adornation» (derived from a verb “to adorn”) in relation to process of forming the competences provided with signs of corporate identity is introduced. According to the offered concept, semantic filling of a mission and system of values allows adorning competences taking into account requirements of the social role of a graduate as a mission performer of HEI and helps the graduate in detail and in the best way to embody corporate valuable ideals in activity. Practical significance. The research results can be useful to teachers and managers of HEIs while monitoring systems of success of graduates.
{"title":"ВЛИЯНИЕ КОРПОРАТИВНОЙ КУЛЬТУРЫ ВУЗА НА АДОРНАЦИЮ КОМПЕТЕНЦИЙ ВЫПУСКНИКОВ","authors":"Дремина Мария Анатольевна, Горбунова Галина Анатольевна, Копнов Виталий Анатольевич","doi":"10.17853/1994-5639-2015-5-39-57","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-5-39-57","url":null,"abstract":"The aim of the study is to identify the phenomenon and to describe the concept forming the competences of university graduates provided with signs of corporate identity. Methods. Methods of the system and comparative analysis, synthesis, generalisation, analogy are used in the presented paper. Results. The key role of corporate culture of high school in formation of actual competences providing future graduates success is proved on the basis of materials of the Russian and foreign researches. The social and pedagogical contradictions which are that the declared accounting of features of corporate culture in pedagogical process isn't provided with mechanisms of design of the competences provided with signs of corporate identity are revealed. Missions of modern leading high schools are analysed for the purpose of definition of these signs. The necessity of changing the model of corporate culture at the stage preceding the design of learning outcomes is justified. Scientific novelty. The concept of application of the model of HEI (Higher Education Institutions) corporate culture as a key reference point for forming competences provided with signs of corporate identity is offered. The concept considers features of transition of the Russian HEI to work in conditions fulfilling requirements of the Bologna agreement. The concept is caused also by an indicator «Success of university graduates, achievements of HEI in the process of selection of elite at national and international levels» by criterion «brand» in the model of National Universities Ranking. The new concept «adornation» (derived from a verb “to adorn”) in relation to process of forming the competences provided with signs of corporate identity is introduced. According to the offered concept, semantic filling of a mission and system of values allows adorning competences taking into account requirements of the social role of a graduate as a mission performer of HEI and helps the graduate in detail and in the best way to embody corporate valuable ideals in activity. Practical significance. The research results can be useful to teachers and managers of HEIs while monitoring systems of success of graduates.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"117 1","pages":"39-57"},"PeriodicalIF":0.7,"publicationDate":"2015-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569535","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 : 2015-05-14DOI: 10.17853/1994-5639-2015-4-79-88
Галина Ивановна Железовская, Е. Н. Гудкова, Д.О. Маторин
The aim of the investigation is to designate a problem of formation of creative communicative behaviour of graduates mastering at “Creative Economics” through the system of vocational training. Methods. The research is constructed on the review and the comparative analysis of works of the foreign and Russian scientists dealing with the subject of creativeness, psychology of creativity and studying of communicative behaviour. Results and scientific novelty. The article explains the need to prepare students for the development of creativity. Concept definition «creative formation» is given; the system of requirements shown to educational process corresponding to it is designated. Research positions in the field of creativeness studying, different lines of thought to its interpretation and directions of scientific search of the decision of a problem of formation of creative communicative behaviour are considered. Complexity of a problem is connected with the crudity of theories and techniques of the system, and complex description of communicative behaviour of this or that generality and absence of a common opinion concerning the issue that it is still uncertain, which scientific representatives should be engaged in this field. The authors suppose that studying of communicative behaviour is a synthetic philological and socially-anthropological perspective scientific direction. On the one hand, the description of communicative behaviour is a component of the description of any language as cultural-historical phenomenon; on the other, the given behaviour is based on the certain developed and standard social norms. This behaviour can be implemented in oral and written speech of participants of process of communications, and also in nonverbal displays of dialogue, and may serve as a means of self-realisation of the person. The problem of vocational training system is to create conditions for development of skills of such behaviour. The future experts as potential members of the general creative process should be ready to observance of available norms and traditions of dialogue and at the same time should possess ability to refuse the fixed, trivial representations while analysing and making decisions of actual workplace issues. Practical significance. The research materials can be useful for teachers of the higher school, experts in the field of creativity psychology, post-graduate students, and facilitators of independent activity of trainees at high schools.
{"title":"КРЕАТИВНОЕ КОММУНИКАТИВНОЕ ПОВЕДЕНИЕ КАК СРЕДСТВО ТВОРЧЕСКОЙ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ","authors":"Галина Ивановна Железовская, Е. Н. Гудкова, Д.О. Маторин","doi":"10.17853/1994-5639-2015-4-79-88","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-4-79-88","url":null,"abstract":"The aim of the investigation is to designate a problem of formation of creative communicative behaviour of graduates mastering at “Creative Economics” through the system of vocational training. Methods. The research is constructed on the review and the comparative analysis of works of the foreign and Russian scientists dealing with the subject of creativeness, psychology of creativity and studying of communicative behaviour. Results and scientific novelty. The article explains the need to prepare students for the development of creativity. Concept definition «creative formation» is given; the system of requirements shown to educational process corresponding to it is designated. Research positions in the field of creativeness studying, different lines of thought to its interpretation and directions of scientific search of the decision of a problem of formation of creative communicative behaviour are considered. Complexity of a problem is connected with the crudity of theories and techniques of the system, and complex description of communicative behaviour of this or that generality and absence of a common opinion concerning the issue that it is still uncertain, which scientific representatives should be engaged in this field. The authors suppose that studying of communicative behaviour is a synthetic philological and socially-anthropological perspective scientific direction. On the one hand, the description of communicative behaviour is a component of the description of any language as cultural-historical phenomenon; on the other, the given behaviour is based on the certain developed and standard social norms. This behaviour can be implemented in oral and written speech of participants of process of communications, and also in nonverbal displays of dialogue, and may serve as a means of self-realisation of the person. The problem of vocational training system is to create conditions for development of skills of such behaviour. The future experts as potential members of the general creative process should be ready to observance of available norms and traditions of dialogue and at the same time should possess ability to refuse the fixed, trivial representations while analysing and making decisions of actual workplace issues. Practical significance. The research materials can be useful for teachers of the higher school, experts in the field of creativity psychology, post-graduate students, and facilitators of independent activity of trainees at high schools.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"79-88"},"PeriodicalIF":0.7,"publicationDate":"2015-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569367","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 : 2015-05-14DOI: 10.17853/1994-5639-2015-4-142-157
Jon Talbot
The aim of the investigation is to assess the relevance or otherwise of the Validation of Non formal and Informal (VNIL) for Russian universities. VNIL practices have been in existence since the 1930s and are in use around the world but not in Russia. The paper defines VNIL and the practices associated with it. It discusses why policy makers in UNESCO, the OECD and the EU believe there should be more widespread adoption of such practices, to meet the needs of citizens and organisations in a globalised economy. Methods. The paper reviews leading literature in the subject including extensive international reviews of practice. A case study is included to illustrate how VNIL is used in one university in England. Results. The paper concludes that VNIL is as relevant for pedagogic practice in Russia as elsewhere. Scientific novelty. The subject is a new one for a Russian readership, with few if any papers published in Russian. Practical significance. The paper briefly outlines the main uses of VNIL and its main practical significance is to spread ideas in respect of contemporary pedagogical practice in higher education.
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Pub Date : 2015-05-14DOI: 10.17853/1994-5639-2015-4-114-130
Елена Николаевна Володина
The aim of this article is to consider psychological and pedagogical mechanisms of personal language development and formation of humanitarian culture of schoolchildren as part of their general culture by means of language as a symbolic and cultural phenomenon. Methods. Theoretical analysis, synthesis, generalization, specification, comparison, classification are the methods applied in this research. Conclusions are made on the basis of contemporary socio-cultural and linguistic situation analysis of fundamental psycho-pedagogical and linguistic theories and generalization of experience of the network project «Language personality development in the system of general education at schools of the Tyumen region». Results. It is proved that effective language education in the context of contemporary socio-cultural situation and new educational standard requirements is possible on the basis of updating axiological humanitarian approaches, which are linguistic and culturological, semiotic, hermeneutic; and help to design the meta language educational space as a space of intersection of different languages, subject-specific and interdisciplinary, cognitive and linguistic pictures of the world, between different speech practices. The article considers the nature and content of the metalanguage, based on mental corpus of individuals, including cultural, linguistic, semiotic concepts, metaphorical layer of language, cognitive metaphors, idioms, phraseological units, etc. It is proved that reading and understanding of text, its analysis and personal interpretation, production of «secondary» and «counter» texts are the main types of metalanguage activities in the process of general personality development, when metalanguage is a mechanism of conceptualization of individual consciousness, the formation of individual linguistic picture of the world and individual concept sphere, enrichment of personal worldviews and sensitive experience, and value development of metatext of culture. Scientific novelty. The article reveals the author’s concept of language development and metalanguage as a pedagogical phenomenon, which in the educational semiotics is systemic. The concept of metalanguage, which is a universal language, the language of culture is a broad way to build meta-scientific concepts, a tool of mastering all subject areas and different «subject» languages at school. Practical significance. The materials provided in this article will help teachers, heads of educational institutions in the implementation of new language policies and organization of the process of language development of personality based on humanitarian approaches.
{"title":"Метаязык как педагогический феномен и его роль в языковом развитии личности в школе","authors":"Елена Николаевна Володина","doi":"10.17853/1994-5639-2015-4-114-130","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-4-114-130","url":null,"abstract":"The aim of this article is to consider psychological and pedagogical mechanisms of personal language development and formation of humanitarian culture of schoolchildren as part of their general culture by means of language as a symbolic and cultural phenomenon. Methods. Theoretical analysis, synthesis, generalization, specification, comparison, classification are the methods applied in this research. Conclusions are made on the basis of contemporary socio-cultural and linguistic situation analysis of fundamental psycho-pedagogical and linguistic theories and generalization of experience of the network project «Language personality development in the system of general education at schools of the Tyumen region». Results. It is proved that effective language education in the context of contemporary socio-cultural situation and new educational standard requirements is possible on the basis of updating axiological humanitarian approaches, which are linguistic and culturological, semiotic, hermeneutic; and help to design the meta language educational space as a space of intersection of different languages, subject-specific and interdisciplinary, cognitive and linguistic pictures of the world, between different speech practices. The article considers the nature and content of the metalanguage, based on mental corpus of individuals, including cultural, linguistic, semiotic concepts, metaphorical layer of language, cognitive metaphors, idioms, phraseological units, etc. It is proved that reading and understanding of text, its analysis and personal interpretation, production of «secondary» and «counter» texts are the main types of metalanguage activities in the process of general personality development, when metalanguage is a mechanism of conceptualization of individual consciousness, the formation of individual linguistic picture of the world and individual concept sphere, enrichment of personal worldviews and sensitive experience, and value development of metatext of culture. Scientific novelty. The article reveals the author’s concept of language development and metalanguage as a pedagogical phenomenon, which in the educational semiotics is systemic. The concept of metalanguage, which is a universal language, the language of culture is a broad way to build meta-scientific concepts, a tool of mastering all subject areas and different «subject» languages at school. Practical significance. The materials provided in this article will help teachers, heads of educational institutions in the implementation of new language policies and organization of the process of language development of personality based on humanitarian approaches.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"114-130"},"PeriodicalIF":0.7,"publicationDate":"2015-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569312","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 : 2015-05-14DOI: 10.17853/1994-5639-2015-4-158-168
Колгатин Сергей Николаевич
The aim of the present investigation is to discuss and study the general structure of the course of Physics at the high school in an extended sense. In a narrower sense, the author wonders about the necessity for inclusion of the section «Theory of Relativity» in the General Physics course, and discusses the possible site of this issue in the order of presentation. Methods. A method for designing Physics course in modern conditions requires certain sophistication from a lecturer. This is due to the strong reduction of Physics course occurred in recent years, and due to a number of objective and subjective reasons. Planning the course structure, one has to make the selection of most significant questions sacrificing minor and less significant issues. This process is particularly exacerbated by severe restrictions on the time allowed for the subject. It is necessary to re-examine the content of the course due to the recent reduction in lecture hours on Physics. In this case, it would be undesirable to neglect the substantial parts of the subject content which are important conceptually or in its applications, e.g. the Relativity Theory. The author discusses two ways of disposition of the relevant material in the course structure, and correlates them with the required level of Physics teaching. In the first approach the Relativity Theory course is considered as a part of Modern Mechanics and is placed in the first semester immediately following Kinematics. In the second approach, Relativistic Physics is presented as a result of deduction, as a generalized theory explaining the unity of the world and the objective existence of physical laws; in this case, the section is better to locate after Optics, immediately before Atomic Physics. Results. As a result of consideration, the author proves the conclusion that the inclusion of the Relativistic Theory course in a number of sections of General Physics is necessary. The author offers a list of questions for each of the anticipated levels of development of the subject and associates the place and depth of teaching relativism with these levels. Scientific novelty. Based on long-term teaching experience, the author summarizes and presents own research findings and results. The results of the investigation are presented in its original form, suitable for use as charts and tables. Practical significance. The author hopes that his results will be useful for a wide range of Physics teachers, mostly for the leading lecturers and trainers admitted to planning lectures and to the development of concepts in Physics teaching in higher education.
{"title":"IS IT NECESSARY TO TEACH THE THEORY OF RELATIVITY IN GENERAL PHYSICS COURSE","authors":"Колгатин Сергей Николаевич","doi":"10.17853/1994-5639-2015-4-158-168","DOIUrl":"https://doi.org/10.17853/1994-5639-2015-4-158-168","url":null,"abstract":"The aim of the present investigation is to discuss and study the general structure of the course of Physics at the high school in an extended sense. In a narrower sense, the author wonders about the necessity for inclusion of the section «Theory of Relativity» in the General Physics course, and discusses the possible site of this issue in the order of presentation. Methods. A method for designing Physics course in modern conditions requires certain sophistication from a lecturer. This is due to the strong reduction of Physics course occurred in recent years, and due to a number of objective and subjective reasons. Planning the course structure, one has to make the selection of most significant questions sacrificing minor and less significant issues. This process is particularly exacerbated by severe restrictions on the time allowed for the subject. It is necessary to re-examine the content of the course due to the recent reduction in lecture hours on Physics. In this case, it would be undesirable to neglect the substantial parts of the subject content which are important conceptually or in its applications, e.g. the Relativity Theory. The author discusses two ways of disposition of the relevant material in the course structure, and correlates them with the required level of Physics teaching. In the first approach the Relativity Theory course is considered as a part of Modern Mechanics and is placed in the first semester immediately following Kinematics. In the second approach, Relativistic Physics is presented as a result of deduction, as a generalized theory explaining the unity of the world and the objective existence of physical laws; in this case, the section is better to locate after Optics, immediately before Atomic Physics. Results. As a result of consideration, the author proves the conclusion that the inclusion of the Relativistic Theory course in a number of sections of General Physics is necessary. The author offers a list of questions for each of the anticipated levels of development of the subject and associates the place and depth of teaching relativism with these levels. Scientific novelty. Based on long-term teaching experience, the author summarizes and presents own research findings and results. The results of the investigation are presented in its original form, suitable for use as charts and tables. Practical significance. The author hopes that his results will be useful for a wide range of Physics teachers, mostly for the leading lecturers and trainers admitted to planning lectures and to the development of concepts in Physics teaching in higher education.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"158-168"},"PeriodicalIF":0.7,"publicationDate":"2015-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569360","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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