| # | Article | Downloads | |||||
|---|---|---|---|---|---|---|---|
| 551 | This paper deals with the discussing of future managers training in the digital economy conditions. Some key features of the digital economy are: information as the main resource, wide distribution of e-commerce, obtaining services by citizens through the Internet. Information systems and technologies are used in education to develop and work with e-learning resources. In addition, we should consider the possibilities of platforms for hosting online courses and distance learning systems for students. Considering approaches of online-courses organization on Coursera, edX, FutureLearn, Skillbox, Open Education platforms allows to highlight the following features: organization of training in remote format, modular organization of materials of online courses, flexible training schedule for the student within the time limits set by teachers to complete tasks, informing the students. Another effective tool for student learning is the distance learning system. Teachers of the Department of Informatics and Mathematics of the Saint-Petersburg University of the Humanities and Social Sciences (SPbGUP) constantly improve the educational and methodological support of the taught disciplines, placed in the system of support of independent work of students of SPbGUP by address https://edu.gup.ru/. The features of the work of teachers with electronic courses in the disciplines «Informatics» and «Information Technologies in Management» were discussed. These materials are placed in the appropriate e-learning courses, which were realized at the SPbGUP system of students support on independent work (www.edu.gup.ru). This article summarizes the author’s experience in teaching disciplines of the Department of Informatics and Mathematics. Keywords: Informatics, online courses, training of the disciplines, digital economy, selfwork support system, students | 860 | |||||
| 552 | This article is devoted to the topical problem – the control and evaluative activities in the pedagogy of music education. The features of the structure of competent musicians are considered and the level of complexity of its formation is determined. The completed analysis of the literature on the subject indicates the absence of a unified technology which integrates monitoring and evaluation of results in professional music training. In the process of training the professional musician in secondary vocational education the formation of musical aural competency is the most important task and is carried out primarily on the musical-theoretical disciplines cycle. “Solfeggio” is obligatory subject for all musical specialities. We consider the requirements of the Federal State Educational Standard to the results of the studying of this subject on specialty “Instrumental Performance”. On the example of musical theoretical discipline “Solfeggio” the elements of music and aural competence are defined. The development of monitoring system is carried out, which is the control and measuring tool and an effective way of organizing the educational process. Keywords: control and evaluation in music education, professional competence, musical-theoretical disciplines, monitoring | 859 | |||||
| 553 | The results of a scientific and pedagogical analysis of the current state of non-formal education as an andragogical practice are presented. The features of the informal professional community activities in the context of using its opportunities for the teachers’ professional development are shown. Scientifically based ideas about the typology of informal professional communities, the patterns of their functioning are given. The expediency of integrating the practices of non-formal teachers’ education and their master’s training is substantiated. The methods of such integration at the target and organizational-methodological levels are indicated. The experience of Tomsk State Pedagogical University FSBEI HE (TSPU) on the design of modular basic educational programs for master’s training in pedagogical orientation on the basis of FSES HE 3 ++ is summarized through the combination of state educational standards and professional standards. An expert author’s vision of ways to realize the educational potential of the interaction of subjects included in the practice of non-formal teachers’ professional communities, graduate students and the teaching community of the pedagogical university is proposed. The results of research as well as scientific and methodological work of TSPU specialists on updating approaches to the construction of the content and organizational-activity formats of master’s training are indicated. The materials of the article are prepared on the basis of such research methods as theoretical analysis, survey, expert method. Keywords: andragogical practice, non-formal education, informal teachers’ professional communities, master’s training of teachers, integration, educational potential for integrating of educational practices | 859 | |||||
| 554 | The necessity of updating the content of defectology teachers’ training at the university at the bachelor’s degree level in the period of formation of inclusive education is shown. The new benchmarks for professional training of defectology teachers are marked, which are the challenges of modern education. The content of educational programs of inclusive-oriented training of teachers-defectologists is aimed at the development of readiness for various types of professional activities for the informal implementation of the tasks of inclusive practice, the humanistic orientation of training is manifested in various forms of classroom and extracurricular activities (such as: city festival of sign songs, volunteer activities, etc.). The modern approaches to professional training of defectology teachers at the university at the bachelor’s degree level are characterized. The expediency of application of anthropological, environmental, competence and system-activity approaches to the implementation of inclusive-oriented training of teachersdefectologists has been substantiated. The unity of the anthropological concept of human understanding and the principles of inclusive education is revealed. Significant value-semantic attitudes of teachers-defectologists for the implementation of the tasks of inclusive education are defined. The special educational environment of inclusive-oriented training is characterized as the interpenetration of local environments, including the educational reflective environment of the university and the inclusive educational environment of inclusive educational organizations. The significance of the competence-based approach is indicated within which the inclusive competence of teachers-defectologists as a result of bachelor’s training is projected. The understanding of inclusive-oriented training of teachers-defectologists as a dynamic system of interrelated elements in the professional and educational space of the university is shown. Keywords: challenges of inclusive education, updating the training of teachers-defectologists, anthropological, environmental, system-activity and competence-based approaches | 858 | |||||
| 555 | The article deals with several basic problems of multicultural education which is a set of strategies and curriculum content and a site of struggle for the power to define the purposes and processes of education in a diverse and unequal world. The authors reveal the evolution of essential approaches in multicultural education due to which diverse students have the opportunity of growth and expansion in mainstream culture and the possibility to become proud of their cultural and language background and function well within their cultural communities. The authors analyze the disadvantages of lower level approaches and successful ways to stretch and complicate the meanings of contemporary multicultural education. The article presents a fundamental multicultural education principle of resting on dialog in which groups that have different power levels learn to listen and to collaborate, particularly around educational issues. As a field multicultural education offers many useful strategies and conceptual tools. The authors also characterize the challenges of multicultural education when the main goal of schools today is not a tolerant national citizen who is concerned for his or her complex democratic society but a cosmopolitan market actor who can compete effectively across state boundaries. Keywords: multicultural education, multiculturalism, cross cultural communication, ethnical and cultural identity, social and cultural space, educational strategies | 857 | |||||
| 556 | The ability to innovate is becoming a necessary professional competence in many areas of the Russian economy. Ongoing projects aimed at improving the efficiency of individual industries and areas of production, science, education, do not always take into account the issue of psychological readiness of specialists for changes, as an important component of personal identity. In this article, the authors analyze the teacher’s psychological readiness for professional activities in the new conditions as one of the indicators of introduced innovations in the Kiselevsky urban district of the Kemerovo region as part of the federal project “Every Child’s Success” of the national project “Education” (target model for the development of the regional system of additional education for children). Against the background of the ongoing set of measures to form modern managerial and organizational-economic mechanisms in the system of additional education of children in Kuzbass, professional life activity (professional identity) of teachers is undergoing drastic changes. Participating in innovations, many educators in a personal plan (personal identity) experience a state of unsteadiness and instability. There was a need to study the psychological readiness of specialists in the education, culture and sports system to work in the innovation mode. The authors described the necessary conditions in the article and justified the importance of studying the personal identity of a teacher working in an innovative mode. As a result, a study of the psychological readiness of teachers and heads of organizations of additional education, culture and sports of the Kiselevsk urban district made it possible to evaluate them as subjects of innovative activity, determine the levels of psychological readiness, highlight qualitative characteristics and take into account the data obtained when making managerial decisions. Keywords: personal identity, teacher readiness, innovative activity, additional education, risks | 857 | |||||
| 557 | The analysis of the concept of «extracurricular activities» in school education is given, its features are characterized. The concept of «extracurricular activities in chemistry» is given, its purpose and specific feature at the senior level of education in a modern school are highlighted. The necessity of carrying out chemistry projects is substantiated, and one of the relevant areas is proposed: design activities of schoolchildren in modeling the structure of substances. The HyperChem software package, which is used to solve the problems of quantum-mechanical modeling of atomic and molecular structures, is described, which allows performing complex computational problems in chemistry in a short period of time. The methodology of work of schoolchildren with the HyperChem software package is described. The characteristic of individual chemistry projects is given, the stages of their implementation are given. An example of the construction by schoolchildren of the molecular structures of chlorides of elements of group 15 of the periodic system and their optimization by the semiempirical PM3 method, which includes only valence electrons in the calculation, is shown. Correlation dependences of the experimental and calculated bond lengths and bond angles, correlation equations, correlation coefficients (R), and standard deviation (SD) are presented. The results of evaluating completed projects on the basis of developed criteria, assessment scales and student performance on completed projects are presented. Questions were developed for questioning students in order to determine their attitude to the GaussView program. Keywords: extracurricular activities in chemistry, project activities, stages of the project, project evaluation, computer simulation, quantum-chemical calculations | 857 | |||||
| 558 | The article presents the results of a study of the level of development of cognitive motivation and educational and cognitive interest in younger adolescents. Features of motivation of educational activity of younger teenagers are revealed: its positive-negative orientation, conditioning of motivation by internal or external stimuli, stadiality of formation of educational motivation. The conditions for ensuring high activity in educational and cognitive activities are described. The paper notes that the motivation of educational activities is one of the main factors of its success and is a multi-component and multi-level education. Motivation of educational activity is not formed by itself, its development involves a longterm, joint activity of students and teachers, and for this purpose, schools need to constantly work to increase the level of cognitive motivation for educational activities, to activate the educational and cognitive interest of students in the classroom. It is shown that the use of the proposed universal pedagogical techniques in the lessons helps to increase the cognitive motivation for educational activities in schoolchildren. The results of the research can be used in the practical activities of teachers to develop the cognitive interest of younger adolescents and the stability of educational motives. Keywords: educational activity, motivational sphere, cognitive motivation, educational motives, educational and cognitive interest, teenagers | 857 | |||||
| 559 | The author examined the forms of academic group curator activity and forms of supervision and support of academic group curator activities. The curator’s activities may vary. Goals, tasks, stages of curatorial activity influence the choice and application of the curator’s activities. The author of the article considered the principles on which the curator’s forms of activity and forms of supervision and support are based. Classified the curator’s activities in a modern university for traditional (curatorial hours, various events, interaction of the curator with the study department, academic counseling, lecture-seminar) and innovative (quizzes, quests, cases, trainings, workshops). The forms of supervision and support of academic group curator activity were classified into three main groups. The first group is connected with the methodical preparation and accompaniment of curators’ activities. The second group is associated with the upgrading of curators. The third group is connected with replicating the experience of curatorial activity. Here are the examples of forms that are implemented in the modern university (various Round Tables, seminars, schools, advanced training courses, competitions of professional skills) and specific examples of forms that are implemented in Tomsk Polytechnic University. The article proposes and argues the variants of forms for the use in curatorial activities in a modern technical university. Various forms of activity, supervision and support of the curator’s activities allow the realization of various directions of the institution educational activity and to realize the main goal of curatorial activity, which consists of creating conditions for successful academic and social adaptation, personal and professional development of supervised students. Keywords: education, curator, curators institute, forms of curator activity, forms of supervision and support | 855 | |||||
| 560 | Factors influencing the decision-making on the commission of a certain type of unlawful action are considered. The results of a study of the influence of the intellect’s features, orientation and the intensity of the motive in relation to a set of individual psychological features on the commission of one or another type of unlawful action are presented. The results of the conducted experiment made it possible to reveal the existing correlation links between the motive, intellectual and personal characteristics in the form of the relevant factors that to varying degrees affect the relevant categories of wrongful acts. Differences in six factors, consisting of both personal and motivational indicators, as well as intellectual-motivational ones, are determined. As a result of the analysis of the factor structure of the categories of subjects «Addiction», «Corruption», «UND» and «Norm», it was revealed that the commission of a certain unlawful action (or lack thereof) occurs under the influence of a complex action of factors. The results of the conducted experiment made it possible to reveal the existing correlation links between the motive, intellectual and personal characteristics in the form of the relevant factors that to varying degrees affect the relevant categories of wrongful acts. The factor of normative behavior is revealed. It is the factor of creativity. It is proved that the components of the identified factors in complex determine the commission of the corresponding unlawful act. The revealed peculiarities of persons who were not ever brought to criminal responsibility show the presence of intellectual-motivational determinants of both normative behavior and various types of unlawful actions of the individual. The obtained results experimentally support the hypothesis that the features of human mental activity in interaction with motivations and personal characteristics in complex are a dynamic (constantly changing in the course of life in certain limits) factor that determines the decision to commit a certain type of unlawful action. Keywords: motivational and intellectual factors, personal characteristics, illegal actions, categories with unlawful behavior, polygraph, a factor of normative behavior | 855 | |||||
| 561 | The article justifies the social significance of the problem being solved. It is noted that changes in all spheres of society change the attitude of people to time, influencing their temporal orientation and perception of the event content of their lives. Special attention is paid to students as a change-sensitive group. Concepts and notions are described, on the basis of which empirical research of relation to time was planned and carried out. As a result of empirical research, it has been proven that students with a high level of optimism are oriented towards the future. In terms of content, the ratio to time is distinguished as dense, bright, colored, volumetric, wide. At the same time, the past and the present are still continuous, present and future active, large, deep and open. A group of students with low levels of optimism are also focused on the future. The content of time this group described as colored, the past characterized by depth, irreversibility, the past and the present felt, but the present adds reality and just as the future it is open. The future is active, joyful, dense and voluminous, but negative characteristics are added here in the form that the future is incomprehensible, volatile and wide. The results of empirical research were summed up. Promising directions of further research are identified. Keywords: student, time attitude, past orientation, future orientation, present orientation, semantic universals of time orientations, optimism | 853 | |||||
| 562 | The purpose of this article is to consider the possibility of using the technology of step-bystep formation of mental actions in the process of teaching children the elements of research activity, as a means of developing the cognitive abilities of younger schoolchildren with mental retardation. The material of the study was a theoretical analysis of scientific and methodological literature on the topic of research: the theory of step-by-step formation of mental actions by P. Ya. Galperin; the provisions on the development of cognitive abilities of younger schoolchildren as a result of developing training by V. V. Davydov, A. V. Zaporozhets, L. V. Zankov, A. N. Leontiev; approaches to the development of cognitive abilities of children with mental retardation by N. V. Babkina, L. N. Blinova, A. D. Vilshanskaya, G. N. Penin, U. V. Ulenkova, L. M. Shipitsina. The theoretical analysis of the scientific and methodological literature suggests that the technology of step-by-step formation of mental actions can be effectively used to teach younger students with mental retardation the elements of research activity at different levels of independence and complexity, and thereby develop students’ cognitive abilities. The relevance of addressing the topic of the development of cognitive abilities in children with mental retardation (hereinafter referred to as PDA) is due to the fact that this category of children is one of the numerous groups represented in general education organizations that implement inclusive educational practice, since PDA can be observed in most categories of children with disabilities and is secondary in nature. Keywords: mental retardation, cognitive abilities, educational and cognitive activity, research activity, technology of step-by-step formation of mental actions, indicative basis of actions | 853 | |||||
| 563 | The study is devoted to conceptualization, examination of the content of activities in the university’s and school’s network educational project “Formation of the professional culture of teachers in the modern educational situation: the interaction of university and school in the context of the transition to the new Federal state educational standards for secondary (general) and higher professional education”. The article presents the reconstruction of the project seminar “The use of personality-oriented technologies for the development of student’s text activities of in the process of their preparation for the final certification in the Russian language in the format of the requirements of the Unified state exam and the General state exam”. The organizers, participants of the seminar (bachelors, undergraduates of Faculty of history and philology of Tomsk State Pedagogical University, students of the 11th grade of high school, teachers and philologists of Tomsk) comprehend the experience of developing textual activity using a pedagogical resource of personality-oriented technologies. The article demonstrates how in the space of the seminar the different educational content of the joint action is manifested. For the formation of the knowledge resource of students – normativefunctional, implemented in the task lesson. The activity component of the development of a textual activity of the seminar participants is ensured through the use of value-subordinate relations arising in the context of the lesson-problematization. The semantic component of the educational content of joint activities is formed in the dialogue, in the context of mutually complementary relationships. Dialogue in this context acts as a catalyst, triggering the development of textual activity, which occurs through the use of other forms of joint activities: normative and project. Changes in the content of education occur in the logic of the plot of meaningful activity: the appearance, development, and registration of the meanings of participants in the cultural norm. A methodological tool that allows using different forms of its organization in joint activities can be the technology of the development of critical thinking through writing. The use of such techniques as “Cinquain”, “Directing text” ensures the development of textual competencies necessary for students to write essays in accordance with the requirements of the Unified state exam and the General state exam. The content of joint activities designed and organized in such a way allows to implement the competence approach in education. The competence resource of the project participants representing the University is formed, the development of students’ universal learning actions are carried out. Keywords: network project, educational design, joint activities, dialogue, meaningful activities | 852 | |||||
| 564 | The world we live is currently in the development mode of political, economic and cultural globalization, so foreign language education is receiving more and more attention all over the world. Thus, it is also imperative to establish a new model of teaching Russian as a foreign language in China. Meanwhile, both the changes that China has made under the “One Belt and Road Initiative” and the impact of Chinese culture’s “going out” strategy have brought new opportunities and challenges to Russian language teaching. Many Chinese experts and scholars have written several relevant articles to discuss the mode of teaching Russian talents under such new situation. In 2018, the Ministry of Education of China published the “National Standards for Undergraduate Professional Teaching Quality in Ordinary Colleges and Universities” (referred to as “National Standard”) providing a basis for the establishment of Russian professional quality standards and improving the quality of teaching Russian talents in the new era. The positioning of the “national standard” is reflected in the following three rules: 1) Professional orientation: combination of tradition and innovation. 2) Talent training: combination of comprehensive quality and practical ability. 3) Teaching staff: combination of teaching and scientific research. Meanwhile, the existing problems of Russian teaching in China are expounded. Keywords: Russian teaching, talent training, National Standard | 851 | |||||
| 565 | The article discusses the role of the Russian language and Russian education in Tajikistan. The analysis of the current situation with the functioning of the Russian language in the republic is given. The author suggests the ways and the opportunities of its further improvement of significantly expand the possibilities of practical use of the Russian language. Determined the relevance of the article. The article notes that cooperation in the field of education and training lies at the heart of absolutely all areas of strategic cooperation between our countries. The author considers the first results of the joint work of Tajik and Russian teachers in educational institutions of the Republic of Tajikistan. On the example of the Rasht district of the Republic of Tajikistan, the uniqueness of the experience of the simultaneous complementary work of teachers of the two countries both at school and at the pedagogical institute for the recent history of Russian-Tajik relations is noted. The definition of a new scientific concept “self-reproducing system” is introduced and given. The author’s interpretation of this term is substantiated, in contrast to the generally accepted ones. The expediency of attracting non-profit organizations of the two countries to the development of Russian-Tajik educational cooperation is noted. A number of other practical proposals for the development of joint teaching activities in educational institutions of Tajikistan, namely, that the construction of Russian schools will provide an opportunity to create effective centers of culture and education in the regions. Keywords: Russian teachers, joint Russian-Tajik activities, construction of schools, concept, teaching in Russian language, cooperation | 851 | |||||
| 566 | The article considers the issue of implementing a national project that is of enormous importance for the state and for every person, as it is associated with the formation of human capital in the new reality of modern development of society, where the most important competencies are the ability to think unconventionally and creatively, the ability to logically build a chain of reasoned evidence, the ability to work in a team and hear the opinions of others and analyze them. The project covers almost all aspects of the educational process, but has undergone changes that, from our point of view, are not optimal, since one of the projects within the overall project is the most important, since it directly concerns the closest environment of the student-this is a teacher who, from our point of view, is the basis of the educational process and should have a separate project with clear and adequate goals, tasks and financial assessment of the teacher’s work The most important unsolved problem remains the problem of further maintenance, repair, and updating of equipment, which should now fit into the framework of the municipal task, which is quite difficult to do with the current algorithm for generating tasks. We consider it necessary to ensure the paradigm of the teacher’s place and role in the educational process as a basic element of the education system, an indispensable factor in the formation of human capital for the development of the economy as a whole. Keywords: national project, human capital, teacher as the most important basis of educational process, budget, problems of maintenance, repair of equipment obtained under the national project | 849 | |||||
| 567 | In the light of the consideration of the problem formation of professional competence of militarized universities cadets, the concept of common cultural competence of the cadets of the university of the Ministry of Internal Affairs of Russian Federation is being researched. Common cultural competence is defined as the leading competence, which is the basis of the professional activities of a modern law-enforcement officers of Russia. In order to identify the essence of the concept of common cultural competence, a detailed analysis of the definitions of the concept of culture is carried out, and the relationship and interrelation of the concepts of competence and competence, proposed by the pedagogical science is considered. As a result of the study, the author’s definition of the concept of common cultural competence of the cadets of the university of the Ministry of Internal Affairs of Russian Federation is proposed in a broad and narrow sense. The significance of the formation of common cultural competence in the process of professional training of cadets of the universities of the Ministry of Internal Affairs of Russian Federation allowed to highlight the external and internal aspects of this concept and reveal them in the text of the study. Federal state educational standards of higher education in the following specialties: 40.05.01 Legal Provision of National Security, 40.05.02 Law Enforcement, 40.05.03 Forensic Examination, determine twelve general cultural competencies that graduates of higher educational institutions of the Ministry of Internal Affairs of Russian Federation should have mastered the specialty program. Keywords: common cultural competence, competence-based approach, Federal State Educational Standards, culture, competence, cadet of the university of the Ministry of Internal Affairs of Russian Federation, law-enforcement officers | 848 | |||||
| 568 | The article is devoted to the analysis of the courses “Economic and Social Geography of the West Siberian Region”, “Regional Studies” and “Toponymy” for the formation of Siberian identity of students at Tomsk State Pedagogical University. The most effective forms of practical training were determined, their methodical description and recommendations for its implementation were given. The Siberian identity of students is not possible without knowledge of this region. The content of the course “Economic and Social Geography of the West Siberian Region” includes a brief history of the region’s development, a description of the natural resource potential, population, features and prospects of the economy. “Toponymy” includes the study of geographical names of Siberia. “Regional Studies” develops knowledge about the native region (village or city) and the ability to apply this knowledge in the management of regional studies with schoolchildren. During training, students form universal and professional competencies that will allow them to more effectively organize school and extracurricular activities for the study of Siberia. Students at the university perform the following practical work: mapping of unique natural objects, monuments of architecture and art of Tomsk and Tomsk Region; development of excursions for schoolchildren in historical, cultural and natural attractions of Tomsk, Tomsk region and Siberia; compilation of the genealogical tree of their families, the study of the etymology of geographical names. As a result, students develop a holistic overview of the West Siberian region and there is a desire for its further study. The results of the survey “Do I Know Siberia?” showed that the majority of students, including those who came from other regions of Russia and abroad, identify themselves with Siberian region. The presented methodical development of practical classes for students can be used in retraining and advanced training of geography teachers, as well as for conducting geography lessons and extracurricular activities in general educational organizations of Siberia. Keywords: economic and social geography, regional studies, toponymy, Siberian identity, West Siberian economic region, Tomsk region | 845 | |||||
| 569 | The article deals with the problem of personality functioning in the conditions of modern uncertainty and variability. This research focuses on the relationship between tolerance to uncertainty and psychological boundaries of personality in youth. The concepts of tolerance and intolerance to uncertainty, psychological boundaries are considered; the relationship between the considered constructs is substantiated. An empirical study of the specifics of the relationship between tolerance to uncertainty and the functions of psychological boundaries of young people is conducted. During the experiment, the following methods were used:» New questionnaire of tolerance-intolerance to uncertainty «(T. V. Kornilova),» Method of diagnostics of psychological borders of personality « (T. S. Levi). The experimental study revealed the predominance of tolerance to uncertainty (including interpersonal tolerance to uncertainty) and the lack of formation of the psychological border in the period of youth. The relationship between the following indicators is established: non-admitting, restraining functions of psychological boundaries and interpersonal tolerance to uncertainty; tolerance to uncertainty and a combination of high values for non-admitting, restraining and low values for permeable, neutral, absorbing functions of psychological boundaries. The results of the study indicate inflexibility, maladaptivity, rigidity, impenetrability and closeness of psychological boundaries of young people, difficulties in exchanging information and energy between the external and internal space, perception of uncertainty as a threat, avoiding situations of inconsistency and variability, and avoiding contacts. The identified features contribute to the growth of stagnating trends, victimization, and hinder personal development and growth. The results obtained can be used to build programs for psychological and pedagogical support of young people in terms of activating their internal psychological resources necessary for effective functioning in the conditions of continuous challenges of everyday reality. Keywords: tolerance to indeterminacy, tolerance to uncertainty, interpersonal tolerance to uncertainty, psychological boundaries, youth | 842 | |||||
| 570 | Fundamental importance for the development of thinking of a teenager, his intellectual education has the formation of concepts. Organization of training aimed at taking into account the laws of the process of formation of conceptual thinking is relevant in the methods of teaching natural sciences. Knowledge at the conceptual level is the knowledge of some sets of features of the concept (identification of features of the concept; establishment of the presence or absence of a certain feature in a given mathematical object; construction of objects with these features, etc.). The nature of each individual concept implies the existence of a certain system of concepts, beyond which it can not exist. Formation of the concept includes the construction of the content of education, aimed at establishing links between concepts. Establishment of a variety of relationships between concepts is especially important in the study of such a fundamental concept of mathematics as “function”, as this concept helps to identify the mutual connection and conditionality of different phenomena. Investigations show that this role of the concept of function is not always realized. Therefore, we need special educational texts that would create conditions for establishing links between concepts at each of the phases of the process of formation of the concept of “function”: motivation, categorization, enrichment, links. The motivation phase is “text – establishment of inter-subject relations”, motivating the search for a new concept that would allow to combine externally dissimilar, different situations, to find approaches to their study. Phase categorization – “text – encoding information, text – establishment of generic-specific relations, text - focus-example”, “text – relationships-mapping, analogy.” The phase of enrichment “text – establishing interdisciplinary connections, text –signs, concepts, text – systematization of concepts.” Transfer phase - “text – intra-subject links”, “text – concept application”. The knowledge of the typology of educational texts, contributing to the establishment of links between concepts in the study of “functions”, creates conditions for improving the quality of the study of this concept, for the formation of universal educational actions of various blocks. Keywords: teaching text, function, phases of concept formation, genus-species relations, classification, operation of the recognitions, inter-subject links between concepts | 841 | |||||
| 571 | Differences in the mathematical abilities of different students are manifested in the fact that the same practice and exercises for students with different abilities give different results. For a capable student, these exercises lead to the mastery of mathematical knowledge and skills, for an incapable student do not. The reason for the inability to mathematics is the lack of working memory. There are two main approaches to solve the problem of teaching mathematics to incapable students: (1) training working memory and (2) reducing the load on working memory in the educational process. The results of the first approach are ambiguous: training working memory leads to an improvement in the performance of untrained tests for working memory, but it may not lead to noticeable changes in learning indicators associated with the working memory of the student. Accordingly, it remains to reduce the load on working memory in the educational process. Well known methods that reduce the load on working memory when studying mathematics are described. Automation of basic computing skills (arithmetic, trigonometric, geometric) is achieved with the help of computer trainers developed by the author: the mental calculations trainer, the trainer for developing skills in working with a trigonometric circle, the trainer for developing skills of using reduction formulas and the rectangular triangle solving trainer. The technique of working with trainers is based on the interval repetition method. Empirical data on the results of their implementation are presented. Keywords: mathematical abilities, teaching mathematics, working memory, computer trainer, interval repetition | 840 | |||||
| 572 | Currently, there is a process of actualization of interest in ethnic roots, in native culture against the backdrop of a global trend – globalization. Ethnoculture is an important and effective means of educating and art education of a person. The principle of cultural diversity of education involves taking into account the characteristics of the native culture, using the possibilities of spiritual and material culture in the process of education and upbringing. It is especially important to consider the principle of cultural identity in the process of art education. The research problem arises from the contradiction between the presence of the pedagogical potential of ethnoculture and the insufficient development of educational programs aimed at the formation of ethnocultural competence of students of creative specialties. The purpose of the study is to identify the features of the organization of the pedagogical process in accordance with the principle of cultural conformity, to develop and test in practice an educational program aimed at forming the ethnocultural competence of students of creative specialties: future artists, designers. A theoretical analysis of the literature made it possible to clarify the concept of ethnocultural competence, to identify three levels of ethnocultural competence as an integral characteristic of a person. Empirical research methods (studying the products of students’ activities, a pedagogical experiment) were used during the testing of a program aimed at the formation of ethnocultural competence. The content of the program is based on the motives and language of ethnoculture, and the implementation of the program takes into account three levels of ethnocultural competence: axiological, active, creative, and also consists of three stages. Simultaneously with studying the basics of composition, students in theory and practice get acquainted with the symbols of Kulai culture in order to comprehend the language of visual images. As a result of mastering the first stage of the program, a value attitude to ethnoculture is formed (axiological level of ethnocompetence). The second stage is distinguished by artistic and practical activities with immersion in ethnic culture, interpretation of motives and language of ethnic culture. The third stage is the creative stage of acquiring the individual author’s style of an artist, designer working in ethno-cultural traditions. The processes of globalization contribute to a revival of interest in native culture, in ethnic culture. Today, the necessity and relevance of using educational potential of ethnic culture is obvious. In this regard, the development of educational programs aimed at the formation of ethnocultural competence of students of creative specialties is of great importance. With the successful development of the program, students have the opportunity to reach the creative level of performing author’s graphic compositions and design projects. As part of the experimental activity, the content of the programs was clarified, didactic materials were developed, visual aids were systematized (samples of Kulai metal plastic in the form of tables, digital materials). A valuable didactic tool are the samples of the best works of students. Keywords: composition, graphic design, Kulai culture, ethnoculture, educational program, principle of cultural conformity | 840 | |||||
| 573 | The article analyzes the problem of aggression of modern society on the basis of data from our own research conducted in 2014–19 on the basis of surveys of men and women of various social and educational levels aged 15 to 70 years, mass media and research data. The phenomenon of aggression for many years continues to be an urgent topic of sociological, psychological and pedagogical research, despite a large number of various humanitarian research and ongoing controversy in the media and on the Internet. Nevertheless, the problem of aggression and its consequences for society as a whole and each individual in particular is not only relevant, but also a direct determinant of development, social integration and personal position in relation to society as a whole and to an individual person in particular. The results of the study indicate not only the multiplicity and multi-level aggressive behavior and perception of society as aggressive, but also make a certain contribution to understanding the nature of such a complex phenomenon as aggressiveness. However, based on the data of psychocorrection of our early works, we can talk about the limitations of the fatal perception of the phenomenon of aggressiveness and understanding of the ways to reduce it. The essence of aggression at the gender level is considered as a serious intrapersonal conflict, which is an obstacle to the organization of the spiritual space of the individual. Keywords: aggression, modern society, society, public opinion | 840 | |||||
| 574 | This article is dedicated to identification of features and stages of formation of modern rural school which is the leading type of the general education organizations of the Russian Federation. Recently, the process of modernization of the modern educational system of Russia has also affected rural schools. The main feature of the educational system of the Russian Federation is the prevalence of rural schools. The rural school is a collective concept, it is used for designation of various types and types of activity, operating conditions of school in rural areas. The school and society, the state and the educational process are inseparably linked with each other. The historical and pedagogical analysis allows considering the process of formation of modern rural schools and also stages and specifics. However from the middle of the 10th of our century in the Russian Federation the increasing role is played by digital economy, the informatization process plays the main role. In the context of globalization (informatization, integration and internationalization), the rural school begins to function in the new socio-economic conditions. The implemented Digital School project promoted informatization of schools located in rural areas. The modern rural school is gradually becoming a single center for training, education and development of students of various categories, different levels of psychophysical development, different living conditions and education. The scientific novelty of the article consists in justification of separate features of modern rural school: a) the organizational model of school is based on the idea of cluster networks; b) educational process has network character and its regulation is carried out in the conditions of transition of the school system to the mixed model of training including the upgraded occupations in traditional or uneven-age network classes, groups, individual occupations according to the nonlinear schedule, design and implementation of individual strategy of training in subject matters, application of the special software. Keywords: rural school, features of rural school, stages of formation of rural school, organization of educational process, network mechanisms | 839 | |||||
| 575 | The article discusses the psychological causes of distortion of survey data on the prevalence of adolescent behavior associated with the risk of offenses. The conditions for the preparation and conduct of surveys that motivate or demotivate adolescent respondents to participate in the survey and provide relevant data are revealed. The empirical basis of the conclusions are the results of observing the behavior of respondents and their parents in the process of preparing for the survey and its conduct in 27 secondary schools. Account for the psychological needs of adolescents and their parents is considered as a key condition for obtaining valid data. The decreased willingness of adolescents to participate in surveys and provide reliable data is considered as the main cause of data distortion. According to the authors, the following factors lead to this. These are: pressure from the questionnaire organizers, lack of conditions for comfortable individual work with the questionnaire, violation of confidentiality, neglect of the cultural and linguistic characteristics of the examined adolescents groups when creating questionnaires and conducting a survey. Taking into account the psychological needs of adolescents when monitoring the risk of their offenses is considered an ethical imperative that requires strict observance. The authors point to the following needs of respondents for obtaining valid data. These are the needs for security, information and acknowledgment of the social value of their answers. The authors indicate possible ways of fulfilling the above needs during the survey and describe their motivating methods and methods for debriefing the possible negative consequences of the survey. The use of these techniques allowed the authors to increase the level of cooperation among adolescents in the survey process. Keywords: crime prevention, monitoring, use of substances, Federal Law No. 120, adolescents, youth, respondent behavior | 839 | |||||
| 576 | PERSONAL FACTORS OF TEACHERS’ SELF-REGULATION // Pedagogical Review. 2017. Issue 3 (17). P. 144-152 The analysis of literary data showed the relevance of the problem of the influence of various personal structures on the process of organizing and implementing an arbitrary human activity. Among the most important determinants of the formation of self-regulation, personal characteristics and structures of various orders are distinguished. Specificity of the activity of the pedagogical worker is such that the personal characteristics of the employee, along with his professional qualities, are one of the main tools for influencing the participants in the educational process and the factor that determines the effectiveness of professional activity. The ability to self-regulation of mental states are of particular importance in pedagogical work. The question of personal factors of self-regulation among pedagogical employees is considered. Provides a characteristic feature of the most important professional competence of a teacher, which is a conscious self-regulation of mental states and behavior, suggesting the study, the definition and development of the individual abilities, awareness of its resources. The results of the study of personality characteristics in their relationship with the individual style self-regulation are presented. In the context of our study, we formulated the assumption that successful professional activity of teachers is mediated individually – typological features of self-regulation of mental states. Multi-level personal factors of selfregulation of the subject of pedagogical activity are described. The differences in individual psychological characteristics with different levels of conscious self-regulation in the empirical group and representatives of nonsocionomy professions. The analysis of the factor structure of personal performance of teachers revealed the influence of the emotional and substantive aspects of the personality (irritability, balance, aggressiveness, emotional instability, anxiety reactions, acute stress conditions associated with the professional teaching activities) in the self-regulation of the teacher. The factor effect in subjects of non-national specialties is difficult to trace, because it is represented by a discrepancy between the structure of selfregulation and individual-typological properties, their contradictory relationships. The reasons for this discrepancy are due to weak correlations, professional differences, the specifics of socionic and non-social activities. Keywords: self-regulation factors, personality traits, emotional states, professional stress, anxiety, subject of pedagogical activity | 837 | |||||
| 577 | The article considers the problem of professional training of students in pedagogical areas from the point of view of using such a resource as Olympiads. The authors pay attention to the essential features of the subject and methodological Olympiads identified by Russian and foreign researchers. Among them, the authors define such as complexity, practical orientation, and personal significance for the student. The complexity includes theoretical, practical, and methodological material in the Olympiad tasks. The practice orientation focuses on developing specific forms of interaction with students, lesson notes. The personal significance for students is development of educational independence. Based on the results of the conducted research (online survey, analysis of student texts), conclusions are made about the need to hold. Conclusions are drawn about efficiency of the different types of Olympiads in the process of training future teachers. The researchers think that participation of students in the Olympiad takes on a new meaning in their professional training, acting not only as a means of evaluating the acquired knowledge, skills, but also as a resource for developing their subject-methodical competencies and educational actions. The article is of interest to teachers of colleges and higher educational institutions and also students of pedagogical specialties. Keywords: Olympiad, compatibility, educational independence, students, professional training | 837 | |||||
| 578 | Nowadays the system of secondary vocational education must be ready to meet modern challenges and requirements for professional training and be able to cope with the contradiction between the existing quality of specialists’ training and the employers and the labor market demands for highly qualified specialists. Therefore, the issue of creating a system of advanced professional training is extremely vital. The article considers approaches to the theoretical basis for the conceptual foundations of advanced professional training of specialists required for the socio-economic development of the region. It distinguishes some certain aspects of the regionalization of education in the context of activities performed by institutions involved in the secondary vocational education. The paper also substantiates the urgency and the relevance of the advanced vocational training center, whose activity is aimed at satisfying the needs of priority directions of economic and technological development of the region and increasing the professional employment of its population. The article determines goals and objectives of advanced vocational training, specifies expected outcomes and effects of their implementation in the practice of advanced vocational training center which was created on the basis of the Siberian Polytechnic College (Kemerovo). Moreover, the author demonstrates the most significant results achieved by the center of advanced vocational training of the Kemerovo region over the period of 2019, 2020. The approbation of the designed model developed on the conceptual foundations of advanced vocational training confirmed that it contributes to the successful solution of the planned goals and objectives. Keywords: secondary vocational education, outstripping (advance), regionalization of education, advanced training concept, effectiveness of advanced education | 837 | |||||
| 579 | The studies of domestic authors that are available in modern scientific literature are presented, which provide an opportunity to summarize at a theoretical and methodological level the conceptual provisions related to the construction of psychological support. It is emphasized that psychological support is realized in order to ensure the psychological development of a personality in modern society, prevent the development of negative tendencies, and overcome the difficulties of personal growth. It is argued that the introduction of personality-oriented innovation technologies into the educational space is complicated by the rigid attachment of teachers to the historically established forms of organization of the educational process, the inability of educational systems to design and control the formation of the learner’s creatively oriented and self-developing personality. The genesis and phenomenology of psychological support of the subjects of the educational space is analyzed. Target reference points of the project activity of the psychologist for its direct implementation are highlighted. The models of the scientific and methodological management of the educational process, first aid, escort and personality development have been identified and characterized. The essential characteristics and mechanisms of psychological support are described as a basic trend that assists the personal and professional development of students. Keywords: personal developmental education, psychological support, professional development, self-development, existential problems | 836 | |||||
| 580 | The article describes the need for timely identification and qualitative analysis of the problems of distance learning, taking into account the preferences and interests of students and university teachers, consolidating their efforts to overcome difficulties and solve problems related to objective and subjective situations, the peculiarities of using distance learning technologies in the organization of the educational process at the university. In the current situation, burdened by the spread of a new coronavirus acute respiratory infection, which is caused by the coronavirus SARS-CoV-2 (2019-nCoV), the world education system (including higher education) is forced to turn to distance learning technologies. These technologies allow you to work remotely, maintaining the necessary distance, protecting the health of people (both students, teachers, and employees of higher educational institutions), excluding their close interaction during training, scientific research, in the admission campaign, in extracurricular work, etc. The authors describe the features of using the remote form of organizing training at the university so that it contributes to the maximum saving of students ‘ health, has a positive effect on their physical and mental state; minimizes the viral load in a difficult epidemiological situation; increases and develops digital literacy of students; “opens” new opportunities for remote work for the teaching staff. The article provides the data obtained in the study (survey) of the impact of the use of distance learning technologies on the health of the full-time and part-time students of the 1st – 5th year of studies of the area of training 44.03.05 Pedagogical education (with two training profiles) of the Institute of Psychology and Pedagogy Bunin Yelets State University. Keywords: higher education, educational process of technology of distance learning, the preservation of health, digital literacy | 836 | |||||
| 581 | The article deals with the problems of implementation of formative assessment in secondary educational institutions and proposes their solution. Formative assessment is able to solve the problems facing the assessment system focusing on the quality of process of students learning outcomes and acquiring skills for “lifelong learning”. Formative assessment has been implemented slowly and inefficiently for more than a decade. Identifying and analyzing the reasons for the difficulties of implementation and finding the ways to overcome them is the aim of this research and determines the relevance of the theme. Theoretical and practical methods of research were used to achieve this aim. A large number of difficulties have been revealed. Some of which have been indicated by teachers participating in the program. The obtained data allow us to divide all mentioned problems into 3 levels depending on the possibilities of their solutions. It is noted that teachers solve them at the first level “classroom” but without the support at the “school” and “out-of-school” levels the process of formative assessment is discrete, fragmented or even impossible. Introductory training workshops at the “workplace” have been developed and proposed to conduct as the first step in the program of implementation of formative assessment in the educational process. The seminars (workshops) are divided into theoretical and practical parts; questions for discussion and duration of conducting vary depending on the preparedness of the audience. At the end of the workshops, teachers have initial necessary knowledge to start practical activities of formative assessment. The author emphasizes the necessity to introduce sections (or to expand them) about this type of assessment at teacher training courses and in programs of discipline about teaching methods to build a system of training teachers who own a new philosophy of assessment. Keywords: formative assessment, difficulties of implementation, teacher training, levels of problem solving, training workshop | 835 | |||||
| 582 | The article presents the methodological justification and experience of the program of development of personal identity of teachers at different stages of professional development. As part of the program, the content of the process of development of personal identity of teachers at each stage of professional development was built on a new way of interaction for these groups of teachers – supervision. In the process of psychological and methodological support, it is important to motivate teachers to self-knowledge through self-identification, encouraging to identify personal characteristics and needs arising in the context of professional activity; to give them the opportunity to realize themselves as a person, to understand their place and role in this world in general and in the profession in particular; to provide a choice that would help them become an active subject, the creator of their own destiny, their life, their way in professional activity. At the same time, in the framework of supervision, personal development and professional growth are considered as the ascending vector of self-change of the teacher’s personality (and personal identity in particular) on the basis of awareness of their needs and desires, the most complete disclosure of abilities and potential opportunities in professional activities, accompanied by quantitative and qualitative, meaningful and structural changes. Keywords: teacher’s personal identity, stages of professional development, supervision, psychological support, methodological support | 834 | |||||
| 583 | The conditions for reforming the system of training of highly qualified personnel are characterized by the growing need to process large amounts of information in professional activities. Against this background, the graduate of the training program of the highest qualification should be ready to independently identify problem areas for the purpose of individual or collective research and obtain new knowledge aimed at solving the tasks. It follows that the content of the training program should include the forms and types of future professional activity of the graduate. The undertaken research is aimed at identifying the means of information and communication technologies that can be centrally applied to ensure the educational process, in order to create the basic conditions that will allow to identify the right direction of the individual educational trajectory of the student during the development of the training program of the highest qualification. This article describes the identification of a specific sphere of centralized application of information and communication technologies in the design of information educational environment in the training of highly qualified personnel on the basis of theoretical and empirical analysis of educational process of training of teaching staff in graduate school. Keywords: information educational environment in the training of highly qualified personnel, design parameters, educational process in graduate school | 834 | |||||
| 584 | The article presents the justification, development and results of testing of educational material on the topic “Planning of restorative means in sports” for academic disciplines of restorative and preventive orientation and disciplines on combat sports taught at universities and departments of physical training and sports. The justification of the content of the educational topic is based on scientific and methodological approaches to planning of restorative means in sports, theory and methodology of restorative and preventive means, theory and methodology of sports training. The variant of planning of restorative microcycles in the structure of competitive period of boxers training at the stage of sports specialization has been developed. The place of restorative micro-cycles in the structure of the competitive meso-cycle of boxers competitive period, percentage ratio of the volume of general physical and special physical training, technical training and the volume of application of the complex of pedagogical, medico-biological and psychological means of recovery for each of the planned restorative micro-cycles have been determined. The ratio of application of pedagogical, medico-biological and psychological means of recovery in three planned restorative micro-cycles is presented. The effectiveness of the developed planning option has been experimentally proved. Keywords: vocational training, competitive micro-cycle, competitive period, restorative micro-cycles, restorative means | 834 | |||||
| 585 | The article deals with the social and pedagogical phenomenon of preparedness to family life. The authors emphasize the leading role of family in preparing young people to the future family life and forming their responsible attitude to starting their own families. Special attention is paid to the group of students who were left without parental care and stayed at orphanages. The paper emphasizes the factors provoking distorted perception of family and incorrect understanding of social roles among this category of students. The authors present empirical data in studying preparedness to family life among university students left without parental care using the following criteria: cognitive criterion, value and motivational criterion, emotional criterion, and operational and activity criterion. Based on the diagnostics data, the authors affirm the necessity of forming preparedness to family life among this category of students on the basis of a specially developed program. The program aims at forming family values; expanding the knowledge about family, laws of its development, family etiquette, and gender psychology; promotion of successful experience of family life and education; interaction of education subjects in developing family and moral values and responsible attitude to being a parent. Keywords: family, preparedness to family life, students, students left without parental care, program | 833 | |||||
| 586 | The importance of additional education in modern school is characterized. The relevance of additional science education using the experimental work of students based on regional characteristics is shown. The concept of “regional component of the content of education” is given. The choice of the topics of practical works on peat analysis by physicochemical methods is substantiated, the content of which is determined by the specific features of the Tomsk Region in terms of peat reserves and the accumulated experience of scientific research on the functioning of peat-swamp ecosystems. The goals, objectives and a list of topics of practical training are presented. The methodology for conducting practical work to determine the composition of peat, its physico-chemical characteristics: the degree of decomposition, moisture, ash, metabolic acidity, the determination of magnesium, calcium, iron, phosphorus, nitrogen (ammonium ions and nitrate ions) is described. The physicochemical methods used in the practical work are indicated: titrimetric (determination of magnesium and calcium), potentiometric (exchange peat acidity), photocolorimetric (determination of ammonium and nitrate ions), mobile compounds of iron and phosphorus) methods. Questions have been developed to identify students’ experimental skills and knowledge of qualitative chemical reactions before and after the practical work, and the results are presented. Questioning revealed an improvement in the level of all experimental skills by an average of 37 %. The attitude of students to the subject of the practical work, its content, as well as interest in conducting experimental work were identified on the basis of their questionnaire. Keywords: additional education, regional component of science education, Tomsk Region, peat, physical and chemical methods of analysis, practical work, experimental skills | 833 | |||||
| 587 | The article presents the problem of application of modern distance technologies in the system of continuous education. Aspects to which the teacher should pay attention when using distance technologies to create electronic training courses are considered. Methodological, psychological and pedagogical differences are also presented - in particular, to create group and individual training. This approach make it possible to form not only the knowledge base, but also to develop personal, professional qualities. The article allocated the features of individual cognitive styles in the structure of the stages of development of elearning training courses. The teacher should focus on individual cognitive styles in the process of creating e-learning courses. Students with different individual cognitive styles should effectively master the tasks in the structure of the created e-learning course. The article allocates the stages for creating training courses and describes the features of the work of teachers at these stages. The important element at the stage of preparation of tasks are the features of individual and group forms of training. At the stage of performing tasks, special attention should be paid to the possibility of selecting tasks based on individual preferences. Communicative creativity becomes an important element at the stage of discussion of the effectiveness of all tasks of the course. Keywords: system of continuous education, distance technology, group and individual training, individual cognitive styles, e-learning courses | 830 | |||||
| 588 | Currently, the modern teacher is increasingly faced with the need to process a large information amount in classes’ preparation. This is especially true of university teachers who need to convey to students a lot of new information, using modern educational technologies. They consider lesson plans writing as a routine and time consuming activity. We propose to use the “structuring” of the lesson, in the process of which the teacher determines its theme, formulates the goal, objectives, final results and distributes the material into groups in accordance with the new state educational standards. In the future, such an information fragmentation has a positive effect on the students learning. In this article, the problem of structuring a lesson is considered with the interconnected teaching of German as a second foreign language, since the planning of such a lesson is associated with the simultaneous teaching of various aspects of the language. Of the entire spectrum of modern teaching technologies, in the course of teaching a second foreign language, health-saving, gaming, technologies of modular learning, personalityoriented, and others were applied. The practical training structure in the second foreign language has been experimentally tested and confirmed. It is proved that a properly structured, phased study of material leads to its effective learning by students. Keywords: structuring, modern learning technologies, second foreign language, higher education institution, interconnected teaching | 830 | |||||
| 589 | The article presents the scientific background for the development of the new quality monitoring system in the Russian Federation, as well as goals, objectives and main provisions of the Conceptual framework for early childhood education quality monitoring in the Russian Federation. The article presents a system of level assessment of the quality of preschool education, which is embedded in the monitoring concept. The article presents a model of comprehensive assessment of the quality of education in preschool institutions, a model of multilevel collection of information from the MKDO using the unified information platform of the monitoring. It describes the aspects and indicators for assessment and evaluation of the quality of early childhood education in early childhood classrooms and in early childhood settings in general. The authors of the concept proposes 9 areas of quality to organize information monitoring: educational guidelines; educational program; teacher qualifications; content of educational activities; educational process organization; educational environment; creation of conditions for preschool education of children with special needs and disabilities; interaction with parents; provision of meals to students and preschool institution employees; child protection and health improvement, management and development of the organization. It formulates possible directions of implementation of the results of monitoring procedures at all levels of early childhood education system in the Russian Federation. Keywords: early childhood education, quality assessment and evaluation, monitoring, quality indicators, MKDO (Early Childhood Education Quality Monitoring), early childhood education system of the Russian Federation | 830 | |||||
| 590 | The article presents the results of diagnostics of gender-role self-determination of fifth – seventh grade pupils. For this purpose, an essay was organized on the topic “When I am 20 years old”, in which each pupil described his desired future. The analysis of the essay texts was carried out on the following aspects: profession; hobby; development of personal qualities; family life; desirable image in the future (in the eyes of others); activity in free time. It was confirmed that this technique has diagnostic capabilities to identify the features of genderrole self-determination of adolescents aged 11-14 in a mass school. In particular, it was revealed that the adolescents aged 11-14 years found to have no significant effect on their choice of occupation groups, the choice of hobby and leisure time activities. To some extent, age affects pupils ‘ choice of personality traits that they want to develop. If pupils in the fifth grade are more likely to choose internal (personal) qualities, the seventh graders are much more likely chose external characteristics. The impact of social desirability stereotypes at 11 years is stronger than age stereotypes. However, by the age of 14 these roles are changing places: age stereotypes affect adolescents more than stereotypes of social desirability. The gender impact of adolescents was also considered in all aspects. Keywords: gender-role self-determination, pupils of 5-7 classes, diagnostics of genderrole self-determination, results of diagnostics | 828 | |||||
| 591 | As we enter the new millennium, the emerging reforms in the fields of secondary education and teachers’ education in China have raised new demands on the quality of teachers’ training. Professional-methodical training as an integral part of teachers’ education is closely related to the quality of teachers’ training. In order to improve the effectiveness of teachers’ training, this article examines and analyzes the history of development and the current state of professional-methodical training of teachers in China. Studies show that the development of this training is characterized by a late start, a short period of development, folding under the influence of Western countries, and in the context of educational reform, it faces enormous challenges, as well as new opportunities. The main characteristics of the current state of professional-methodical teachers’ training in China include: “blind” copying and borrowing the experience and models of professional-methodical training of other countries, while reforming teacher’ education, where national conditions and needs of general education are increasingly taken into account; the complexity of the system of professional-methodical teachers’ training, where the central place is occupied by the academic discipline “teaching methods”; practical orientation of professional-methodical training. And on the basis of the results of the study, constructive proposals are put forward for the further development and improvement of this training. To improve the system of professional-methodical training, it is necessary to reform it in three ways: to clarify the goals; improve educational programs; diversify assessment methods. Keywords: professional-methodical training, methodical training system, teachers’ training in China, history of professional-methodical training in China, the state of professional-methodical training in China | 828 | |||||
| 592 | The article is devoted to the problem of the future teacher inclusion in interaction with the family in the process of teaching practice. The transition to tiered education in universities, the importance of meeting the new requirements of the State and society offer new challenges for pedagogical practice, increase its value in mastering pedagogical competences, the basics of teaching and educational work. Pedagogical practice as one of the forms of vocational training in the university relies on theoretical professional knowledge and provides grounds for practical cognition of patterns and principles of education and upbringing. In the educational process the course work and cognitive activity of future teachers is closely related to the academic disciplines of theoretical training. During teaching practice, theoretical knowledge is therefore used in solving practical problems. Teaching practice, serving as an activity, is interpreted as the interdependence of internal and external substantive activity, the coordination of goals, objectives, motivations, conditions for their achievement. Internal actions imply planning, foreseeing the outcome, understanding the purpose, principles and mode of action and implementation criteria. External actions imply organization of real practical activity and interaction with objects and phenomena of the surrounding reality. This situation is characteristic of the future teacher’s activities during the teaching practice, which contributes to the development of general pedagogical knowledge and skills. The content of teaching practice is aimed at students’ development of cognitive, activity and emotional-personal components (criteria) of vocational training for interaction with the family. In the course of the experimental work the level of students’ preparedness for interaction was assessed. The results showed positive dynamics of changes in the components of students’ preparedness for interaction. Keywords: teaching practice, vocational training, activity, future teacher, interaction with family | 827 | |||||
| 593 | The article deals with the problems of strategic education quality management through the processes of adaptation of students to the higher education system. Various problems affecting the poor quality of adaptation are analyzed. In particular, as the first problem, a significant gap between the school and university educational space is highlighted and analyzed, which is that the university and the school have practically no points of contact: the students have no idea about the structure of the educational space of the university, the temporary rhythms of its work organization (semesters, modules, sessions), stream methods of organization of the educational process, the flow of students, uniting large masses of students of one course or related areas of training. Lecture-seminar and test and examination systems are also very different from the usual for 11 years of schooling methods of organizing the educational process and knowledge control. A big problem is created by the lack of necessary information (which can only be gathered on the days of open doors, and then not in full), the low autonomy of schoolchildren, the passivity of the school teaching system, etc. As a result of the analysis, a number of trips to solving the problem are proposed: firstly, university teachers should “go to school”. It is necessary to think over and organize the interaction of the school and the university, both to improve the quality of school education and to adapt schoolchildren to other, university teaching methods. The second solution would be the earlier vocational orientation of schoolchildren. This work must begin no later than grade 8 school. The third area of activity for the adaptation of students in the system of higher education, from our point of view, can be the introduction of elements of project management in the implementation of the educational process in higher school. Keywords: adaptation, educational space, applicants, quality of education, strategic management of education | 827 | |||||
| 594 | The article deals with an importance of genetic syndromes in the etiology of speech disorders. A distinctive feature of Russian education in recent years is a significant increase in the number of children, both in preschool and in General education institutions, with speech disorders of varying severity. Since speech function disorder can be the first and significant symptom of a global ontogenesis disorder, the study of its genetic nature is important for adequate diagnosis and the timely formation of an arsenal of pedagogical tools in the development of correction programs for speech disorders caused by genetic syndromes, taking into account the global impairment of the children’s body functions in such diseases. The idea of the etiology and symptoms of genetic syndromes becomes important in the early differential diagnosis of speech disorders and has prognostic value in terms of developing adequate individual programs for correcting impaired speech function and building an individual educational trajectory of the student. At the same time, given the complexity of the disorders characteristic of the above syndromes, it is simultaneously necessary to develop corrective programs to restore other impaired functions: motor, sensory, cognitive and others. The development of fundamental science at its present stage allows, in some cases, to carry out differential diagnosis of speech disorders with the help of genetic studies. Keywords: speech disorders, genetic syndromes, correction of speech disorders | 827 | |||||
| 595 | The dynamic and multitasking character of the educational process in a tertiary institution implies the development and refinement of a knowledge quality evaluation system, which is based primarily on the school-leaving, entrance, or midterm examinations, as well as other assessment procedures being in practice in various educational institutions. In particular, the class of such procedures includes test checks, which, on the one hand, act as an effective tool, which expedites learning activities of foreign language students, and, on the other hand, reveals the level of their foreign-language competence. Testing results allow constructing a rating scale, which would demonstrate vividly students’ achievements in learning a foreign language. This paper presents a detailed description of the reading skill testing procedure used at the National Research University Higher School of Economics (HSE) in the international English language examinations in the CAE (C1), TOEFL, and IELTS formats, comparative analysis of the results demonstrated by students, and general and special recommendations, which are based on the choice of this or that reading strategy for successful passing of an international exam. The authors believe that monitoring of reading skills in the testing format proves to be rather successful from the viewpoint of evaluation of linguistic competence, since a test contributes to maximum intensification of a student’s intellectual activity and is a perfect tool for verification of other linguistic skills, which is demonstrated by the results shown by the students who pass the international exams. The paper includes generalized data about test duration, volume, structure, and contents of the tests, analysis of the structure and types of the tests in the above-mentioned examination formats, and a description of the tasks to be fulfilled by the testee in the testing process, which are correlated with the three modes (regimes) of reading and the specific features of information processing that are typical of each of such reading modes. The authors give special attention to reading for specific information and scanning, reading for gist or skimming, and reading for detail, since the skills in reading for specific information and scanning and in reading for gist or skimming should be formed by students with allowance for the foreign language teaching practice accepted at HSE, and the skills of reading for detail should be upgraded. A significant factor in the testing process is the time spent by students on the quality test performance. The novelty of the approach lies in the maturity level of reading skills of first- and secondyear students, found in the process of an examination based on the international testing methods. Such a way of assessment and monitoring is a significant step forward in the development of the methods used to monitor students’ academic progress and retention of educational materials. Keywords: testing, international exams, reading strategies, types of reading, assessment | 825 | |||||
| 596 | We described the issues of different age education in a rural school and presented the main components of information literacy of school students (obtaining information; evaluating information; using information). The concept of “information” is disclosed. We studied the relationship of information literacy with such types as network literacy (the ability to analyze, collect and use information coming from social networks); digital literacy (the ability to understand and use information provided by a variety of formats and sources using a computer); internet literacy; computer literacy (knowledge, skills and abilities necessary for understanding information and communication technologies, including hardware, software, systems, networks (local networks and the Internet)); media literacy (knowledge, skills and abilities necessary for understanding all means of (mass) communication and formats in which the creation, storage, transmission and presentation of data, information and knowledge is carried out). We gave examples and analysis of the current situation in rural schools, the reasons why it is necessary to develop and implement information and communication technologies in small schools and the practice of their application. We also described the main directions of development of teachers in rural schools (areas that require special attention when designing a development program for a particular school) and the conditions that are necessary for this. Keywords: information literacy, rural school students | 824 | |||||
| 597 | An analytical review of the problem of the development of analytical skills of students at the university is presented. A comparative characteristic of the concepts «analytical skills» and «analytical abilities» is given. It is concluded that analytical ability is a personality trait, and an analytical skill is the acquired experience of activity. The main mental actions underlying analytical skills are considered. Comparison of two groups of analytical skills is given: analytical-prognostic and analytical-reflexive. The thesis is substantiated that the development of analytical skills is impossible without obtaining new knowledge. Considerable attention is paid to the structure of the concept of «analytical skills». The need for the development of analytical skills among students for the professional development of future specialists is determined. It is concluded that the development of analytical skills takes time, this is a long, systemic process in professional education. The factors (positive and negative) influencing the development of students’ analytical skills are revealed. In the article, the authors focus on assignments and exercises (case assignments) aimed at developing students’ analytical skills. To diagnose the level of development of analytical skills of students, indicators have been developed, as well as the characteristics of the levels of development of analytical skills of university students - low, medium, high. The authors present the results of a pilot study to identify the level of development of analytical skills of students in humanitarian areas of training. The study was conducted in universities in the cities of Stavropol and Krasnodar. The results of the study showed that students have a predominantly medium and low level of development of analytical skills. Based on the results obtained, the authors identified the reasons for the low level of development of analytical skills among modern students. Keywords: analytical skills, analytical thinking, students, higher education, analytical functions | 824 | |||||
| 598 | Introduction. Many aspects of history of formation at the beginning of the XX century, both the pre-revolutionary and Soviet periods, have still not received adequate lighting in historical and pedagogical studies. With development of the economic sphere of the state at a boundary of XIX – the beginnings of the 20th century, education became mass and gained more and more secular character, and the system of training of teachers demanded change in approaches and methods of teaching. Reforms in the system of pedagogical education in the conditions of revolutionary events, changes of political regimes in the years of civil war, formation of the Soviet school system forced to look for actively more effective strategy for preservation and development of traditions of teachers’ training. In these conditions, people who defined professional formation of future teacher and sought to keep the educational capacity of educational institutions in any circumstances were of particular importance. Research objective is to restore Alexander Konstantinovich Volnin’s biography – the famous representative of the Russian professional and pedagogical corporation of the beginning of the 20th century. His pedagogical career was connected with active participation in processes of reforming of the teacher’s institutes directed to improvement of the principles of training of teachers and the organization of business of national education. Material and methods. Article is prepared on the basis of unique archive materials and the publication of various profile editions. Results and discussion. Throughout the Soviet period of historical and pedagogical researches the name of A. K. Volnin was mentioned only in connection with his pupil famous for the Soviet teacher A. S. Makarenko. These circumstances made impossible an objective research of the biography of Alexander Konstantinovich. Using the fractional information collected from the most different and quite often contradictory sources it is established that the major stages professional Alexander Konstantinovich Volnin’s activity in the sphere of pedagogical education, were connected with history of the Poltava and New Nikolaev teacher’s institute. He took the most active part in development of provisions of reform of teacher’s institutes of 1917. He was an expert and the methodologist in the field of training of teachers for labor school. Conclusion. Studying of history of development of pedagogical education, traditions of teaching, restoration of historical continuity in work of various generations of teachers is an important factor of development of pedagogical science and daily teacher’s practice. Keywords: Alexander Konstantinovich Volnin, history of pedagogical education, reform of teacher’s institutes, A. S. Makarenko, Poltava teacher’s institute, New Nikolaev teacher’s institute | 823 | |||||
| 599 | It is stated that the problem of the development of communicative universal educational actions (CUEA) of students has become the object of both modern scientific research and practical developments. The paper presents a historical and pedagogical analysis of the study of this phenomenon in Russian pedagogy, identifies the leading models and technologies used to organize extracurricular activities in modern educational institutions. A model for the development of CUEA of junior schoolchildren by means of extracurricular activities is proposed, the features of which are associated with the use of a set of system-activity, communicative-cognitive approaches, integrated content at the metasubject level in the form of a network modular educational program of extracurricular activities (general intellectual orientation), implementation technologies using subject-oriented teaching aids, speech situations, logical and didiactic schemes. The content of the effective-evaluative component of the model is substantiated, which includes methods of observation, diagnostics, statistical methods, and the assessment of the process of development results for this group of metasubject education results. For the development of CUEA in students of primary school age, we have proposed the following means, in our opinion, which are the most effective for a given age: subject-figurative visualization, logical-didactic schemes and speech situations. The criteria are highlighted (the student is able to master speech culture at an elementary level; the student is able to organize his communication in a time frame; the student is able to overcome various types of barriers in the implementation of communication), the levels of formation of this group of metasubject educational results of students at the level of primary general education. Keywords: development of communicative educational results, primary general education school, students, model, non-class activities, teaching aids | 823 | |||||
| 600 | The article is devoted to the problem of formation of professional and personal component of the future teacher, considered through the expansion of the educational space of the university special course, focused on the development of students of classical and innovative pedagogical practices. The relevance of the study is due to modern and forward-looking requirements for professional teaching activity, recorded in the syllabus documents. The purpose of the research is the development, description and testing of the course Pedagogical Technologies in the Modern Humanitarian Educational Space, focused on the formation of a prolonged professional demand. Material and methods: analysis of theoretical and scientific-methodical literature, pedagogical and empirical observation, pedagogical modeling. Results and discussion. In the course of the study, the concepts of technology and, accordingly, pedagogical technology were studied and updated, the framework of demand for personal and professional qualities of the teacher and the vector of formation of the professional and personal component of the future teacher were identified and described. The article describes the integrativity of the concept of pedagogical technology, which includes the competence formed during the entire period of study at the pedagogical University, predictably allowing the graduate to achieve success in professional teaching activities. The logical and structural focus of the developed and tested course Pedagogical Technologies in the Modern Humanitarian Educational Space, oriented by paradigm changes in the aims, content, methods and technologies of training and education, is presented as a tool for the process of formation of the named competence. The paper describes a specific system of classes, including classroom, extracurricular and independent forms of classes, thematic rubrication, description of the method of use of block-notes, etc. The developed and put into practice course Pedagogical Technologies contributes to the assignment of students objective methods of self-control, the formation of professional independence to determine the specific goals of educational activities, the most comfortable conditions for achieving educational results, skills of self-reflection and self-correction. The presented course can be matrix adapted for students of pedagogical universities of not only humanitarian profile, but also in other areas of training. Keywords: technologies, pedagogical technologies, educational space, professional pedagogical competences, professional-personal component, outline | 822 | |||||