Pub Date : 2022-06-30DOI: 10.26565/2074-8167-2022-50-02
Baowen Lu
In times of general turbulence in the economy, politics and international relations, the search for optimal ways of mutual understanding and respect for uniqueness in its various manifestations becomes one of the main tasks for any country. The largest population on the planet lives in China and this imposes a certain responsibility on the political leadership of the country in the process of maintaining a balance of interethnic interaction and building a harmonious society where different ethnic groups and peoples can freely develop. The paper analyzes the works of leading scholars in the field of ethnocultural training and their vision of intercultural interaction. The paper uses theoretical methods of collecting and processing information in the context of analyzing the provisions of the ethnocultural component of the training of future professionals.Reasonable politics proceeds from an understanding of the causes and consequences of any phenomena, and in China they approach this with all thoroughness in terms of developing ethno-cultural interaction and inculcating correct behavior patterns in a multinational society. The history of ethno-cultural interaction in China has several thousand years, and this provides a wide field for research in this matter. An important factor in the gramonization of society is the instillation and formation of the necessary meanings in society. The Chinese educational system pays great attention to the ethno-cultural training of future teachers, especially those who are connected with creative areas such as music, painting, choreography, etc. The highest manifestation of these processes is the formation of competencies that will help future professionals on their path of development and influence in society. The entire education system in the PRC is aimed at the comprehensive development of the student’s personality and his awareness of his place in future activities.
{"title":"Ethno-cultural component in the process of education in PRC Higher Education Institutions","authors":"Baowen Lu","doi":"10.26565/2074-8167-2022-50-02","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-02","url":null,"abstract":"In times of general turbulence in the economy, politics and international relations, the search for optimal ways of mutual understanding and respect for uniqueness in its various manifestations becomes one of the main tasks for any country. The largest population on the planet lives in China and this imposes a certain responsibility on the political leadership of the country in the process of maintaining a balance of interethnic interaction and building a harmonious society where different ethnic groups and peoples can freely develop. The paper analyzes the works of leading scholars in the field of ethnocultural training and their vision of intercultural interaction. The paper uses theoretical methods of collecting and processing information in the context of analyzing the provisions of the ethnocultural component of the training of future professionals.Reasonable politics proceeds from an understanding of the causes and consequences of any phenomena, and in China they approach this with all thoroughness in terms of developing ethno-cultural interaction and inculcating correct behavior patterns in a multinational society. The history of ethno-cultural interaction in China has several thousand years, and this provides a wide field for research in this matter. An important factor in the gramonization of society is the instillation and formation of the necessary meanings in society. The Chinese educational system pays great attention to the ethno-cultural training of future teachers, especially those who are connected with creative areas such as music, painting, choreography, etc. The highest manifestation of these processes is the formation of competencies that will help future professionals on their path of development and influence in society. The entire education system in the PRC is aimed at the comprehensive development of the student’s personality and his awareness of his place in future activities.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85637379","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 : 2022-06-30DOI: 10.26565/2074-8167-2022-50-13
O. Shtonda
Problem formulation. Problem formulation. At the present stage of the educational system development, information and communication technologies (ICT) play one of the most important roles in the didactic system of the future teacher of mathematics. In the process of preparing a future mathematics teacher it is necessary from the very beginning to prepare students for future professional activities at the same time with professional competencies in terms of educational informatization. One of the effective ways of informatization of mathematics education can be the using of the Internet during the process of teaching mathematical disciplines. Because of the fact that every student cannot imagine his life without the Internet, it is possible to move from passive presentation of material to active through the tools of the Internet, which will significantly increase the interest in learning the discipline and improve learning outcomes. The aim of the article is to analyze the issues of didactic possibilities of ICT tools in mathematical education of future mathematics teachers. Materials and methods. The following methods were used to conduct this research: analysis of psychological and pedagogical and methodological literature, systematization and generalization of different views on determining the main ideas, types and methods of construction, as well as the use of Wiki technology in training future mathematics teachers. Results. Based on the analysis of the didactic possibilities of ICT tools in mathematics education of future mathematics teachers, it was determined that among the large number of Internet resources, the Web 2.0 service deserves special attention. This service is a block of social services (blogs and microblogs (Twitter, Blog, Live Jornal), social networks and social presentation systems (viber, Telegram, Instagram, Facebook), wiki projects (Wikipedia, Wikiversity, Wikibooks, Wiktionary) and management systems content (Moodle, Jomla, etc.); social media repositories (YouTube, etc.)), which allow students not only to receive but also to create information, information resources. For example, a blog in mathematics education can be used as a platform for information exchange, consultation, research and more. An equally interesting resource is the Wiki service, the use of which achieves the greatest effect in the independent work of students in the process of creating educational and research projects. Using Web 2.0 tools it is possible to create small training modules on a specific problem, illustrated with visualized examples with animation. The set of such modules can be a distance learning course that students can access at any time. The author also considers the directions and some possible types of use of Internet services in the training of mathematics teachers. Conclusions. An analysis of the didactic possibilities of ICT in mathematical education of future mathematics teachers showed that among all possible Internet servic
{"title":"Didactic possibilities of ICT tools in mathematical education of the future mathematics teacher","authors":"O. Shtonda","doi":"10.26565/2074-8167-2022-50-13","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-13","url":null,"abstract":"Problem formulation. Problem formulation. At the present stage of the educational system development, information and communication technologies (ICT) play one of the most important roles in the didactic system of the future teacher of mathematics. In the process of preparing a future mathematics teacher it is necessary from the very beginning to prepare students for future professional activities at the same time with professional competencies in terms of educational informatization. One of the effective ways of informatization of mathematics education can be the using of the Internet during the process of teaching mathematical disciplines. Because of the fact that every student cannot imagine his life without the Internet, it is possible to move from passive presentation of material to active through the tools of the Internet, which will significantly increase the interest in learning the discipline and improve learning outcomes. The aim of the article is to analyze the issues of didactic possibilities of ICT tools in mathematical education of future mathematics teachers.\u0000\u0000Materials and methods. The following methods were used to conduct this research: analysis of psychological and pedagogical and methodological literature, systematization and generalization of different views on determining the main ideas, types and methods of construction, as well as the use of Wiki technology in training future mathematics teachers.\u0000\u0000Results. Based on the analysis of the didactic possibilities of ICT tools in mathematics education of future mathematics teachers, it was determined that among the large number of Internet resources, the Web 2.0 service deserves special attention. This service is a block of social services (blogs and microblogs (Twitter, Blog, Live Jornal), social networks and social presentation systems (viber, Telegram, Instagram, Facebook), wiki projects (Wikipedia, Wikiversity, Wikibooks, Wiktionary) and management systems content (Moodle, Jomla, etc.); social media repositories (YouTube, etc.)), which allow students not only to receive but also to create information, information resources. For example, a blog in mathematics education can be used as a platform for information exchange, consultation, research and more. An equally interesting resource is the Wiki service, the use of which achieves the greatest effect in the independent work of students in the process of creating educational and research projects. Using Web 2.0 tools it is possible to create small training modules on a specific problem, illustrated with visualized examples with animation. The set of such modules can be a distance learning course that students can access at any time. The author also considers the directions and some possible types of use of Internet services in the training of mathematics teachers.\u0000\u0000Conclusions. An analysis of the didactic possibilities of ICT in mathematical education of future mathematics teachers showed that among all possible Internet servic","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78347627","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 : 2022-06-30DOI: 10.26565/2074-8167-2022-50-05
S. Zolotukhina, Marina Pisotska
The article emphasizes various aspects of the study of credit-module learning, highlights the relevance of the study and analysis of previously known but little explored facts, conclusions, recommendations contained in domestic rules and regulations of higher pedagogical education, psychological and pedagogical literature of the selected period. The purpose of the article is determination of the features of the introduction of credit-module training in the practice of domestic institutions of higher pedagogical education in the 90s of the XX century – the first decade of the XXI century. It was noted that the introduction of the credit-module system in teachers’ education took place against the background of the formation of a new educational policy of independent Ukraine, which was enshrined in certain regulations and aimed at destroying the old paradigm of education founded during totalitarianism of the old paradigm of education, overcoming the contradictions in the system of higher pedagogical education. The development of the theory of credit-module learning was carried out under the influence of various pedagogical concepts (personality-oriented, developmental, personalization of learning, educational content, etc.). On the basis of the analysis of scientific literature, we show the views of scientists on the nature, features, and benefits of credit-module training, its purpose, principles of implementation, and conditions of effective use. We emphasize the gradual introduction of credit-module training and a rating system of control of students' knowledge in Pedagogical Universities, normative documents, goals and selected basic institutions for the pedagogical experiment. On the example of the M.P. Drahomanov National Pedagogical University and G.S. Skovoroda Kharkiv National Pedagogical University, we analyze the measures which were adopted by Pedagogical Universities to support the organization of the educational process on a new basis. We highlight the directions and give the examples of using individually-differentiated personality-oriented form of organization outside the classroom individual work of a student. Besides, it was given the results of researches of scientists of positive consequences and unresolved problems of introduction of credit-module training in practice of institutions of higher pedagogical education, shortcomings of rating control of knowledge.
{"title":"The development of the idea of credit-modular training of pedagogical higher education institutions in Ukraine (the 90s of the XX century – the first decade of the XXI century)","authors":"S. Zolotukhina, Marina Pisotska","doi":"10.26565/2074-8167-2022-50-05","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-05","url":null,"abstract":"The article emphasizes various aspects of the study of credit-module learning, highlights the relevance of the study and analysis of previously known but little explored facts, conclusions, recommendations contained in domestic rules and regulations of higher pedagogical education, psychological and pedagogical literature of the selected period. The purpose of the article is determination of the features of the introduction of credit-module training in the practice of domestic institutions of higher pedagogical education in the 90s of the XX century – the first decade of the XXI century. It was noted that the introduction of the credit-module system in teachers’ education took place against the background of the formation of a new educational policy of independent Ukraine, which was enshrined in certain regulations and aimed at destroying the old paradigm of education founded during totalitarianism of the old paradigm of education, overcoming the contradictions in the system of higher pedagogical education. The development of the theory of credit-module learning was carried out under the influence of various pedagogical concepts (personality-oriented, developmental, personalization of learning, educational content, etc.). On the basis of the analysis of scientific literature, we show the views of scientists on the nature, features, and benefits of credit-module training, its purpose, principles of implementation, and conditions of effective use. We emphasize the gradual introduction of credit-module training and a rating system of control of students' knowledge in Pedagogical Universities, normative documents, goals and selected basic institutions for the pedagogical experiment. On the example of the M.P. Drahomanov National Pedagogical University and G.S. Skovoroda Kharkiv National Pedagogical University, we analyze the measures which were adopted by Pedagogical Universities to support the organization of the educational process on a new basis. We highlight the directions and give the examples of using individually-differentiated personality-oriented form of organization outside the classroom individual work of a student. Besides, it was given the results of researches of scientists of positive consequences and unresolved problems of introduction of credit-module training in practice of institutions of higher pedagogical education, shortcomings of rating control of knowledge.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75488101","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 : 2022-06-30DOI: 10.26565/2074-8167-2022-50-12
Zhou Tingting
The relevance of the study is due to the policy of China, which is implemented in social and economic aspects. It was noted that the country's competitiveness will become more stable if its development is carried out by conscious and educated citizens who are ready to help the state in implementing reforms. This article presents a digression into the history of the organization of the educational process of music education in secondary schools in China: considers the main stages of music education in China, noted specific national features, as well as Western European influence on its formation. The purpose of the study is to analyze the state of music education, as well as the features of its organization in schools in China. To solve the purpose of our study were used: research methods: analysis, comparison, generalization to study the scientific literature on the outlined problem, which allowed to determine the nature and features of the educational process of music education in secondary schools in China. It is noted that the changes that have taken place in the country have become an important stimulus for the development of the Chinese school system in general and music education as part of it. Since the founding of the People's Republic of China until the period of reforms and openness, the goals and objectives of general music education have changed, approaching those approved in the best world practice. Modern aesthetic thought of China has been formed since the beginning of the XX century. Knowledge of European aesthetic education at the state level penetrates the country in the first years after the formation of China. Since then, aesthetic education is perceived as an important element of general education. Children had the opportunity to expand their musical worldview by studying the best works of Chinese folk music, outstanding foreign works, learn basic musical knowledge and simple music skills. Thus, since the era of «reforms and openness», the changes taking place due to access to the achievements of world pedagogical theory and practice are an impetus for creative renewal of the pedagogical process and its intensification in secondary schools in China.
{"title":"Organization of the educational process of music education in secondary schools of China","authors":"Zhou Tingting","doi":"10.26565/2074-8167-2022-50-12","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-12","url":null,"abstract":"The relevance of the study is due to the policy of China, which is implemented in social and economic aspects. It was noted that the country's competitiveness will become more stable if its development is carried out by conscious and educated citizens who are ready to help the state in implementing reforms. This article presents a digression into the history of the organization of the educational process of music education in secondary schools in China: considers the main stages of music education in China, noted specific national features, as well as Western European influence on its formation. The purpose of the study is to analyze the state of music education, as well as the features of its organization in schools in China. To solve the purpose of our study were used: research methods: analysis, comparison, generalization to study the scientific literature on the outlined problem, which allowed to determine the nature and features of the educational process of music education in secondary schools in China. It is noted that the changes that have taken place in the country have become an important stimulus for the development of the Chinese school system in general and music education as part of it. Since the founding of the People's Republic of China until the period of reforms and openness, the goals and objectives of general music education have changed, approaching those approved in the best world practice. Modern aesthetic thought of China has been formed since the beginning of the XX century. Knowledge of European aesthetic education at the state level penetrates the country in the first years after the formation of China. Since then, aesthetic education is perceived as an important element of general education. Children had the opportunity to expand their musical worldview by studying the best works of Chinese folk music, outstanding foreign works, learn basic musical knowledge and simple music skills. Thus, since the era of «reforms and openness», the changes taking place due to access to the achievements of world pedagogical theory and practice are an impetus for creative renewal of the pedagogical process and its intensification in secondary schools in China.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78874857","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}
{"title":"Pilot of a Behavioral Activation-Enhanced Smoking Cessation Program for Substance Users With Elevated Depressive Symptoms in Residential Treatment.","authors":"Anne N Banducci, C W Lejuez, Laura MacPherson","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"2013 ","pages":"16-20"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4268867/pdf/nihms602498.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32926337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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