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601 | 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 | 619 | |||||
602 | 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 | 619 | |||||
603 | The system of assessing the knowledge of students in the Tatar school began to take shape at the end of the 19th century. The final forms of assessing the quality of knowledge – translation and final exams – were introduced. The phenomenon of “Jadidism” appeared, and a new female school began to rapidly develop on the model of the new-method male schools. As a result of the introduction of new secular subjects, programs and textbooks, the results became visible. This required new, advanced forms of assessing the quality of knowledge. The methodology and procedure for conducting public translation and final exams were similar, but their goals and objectives were different. During translation exams, the main emphasis was on checking and determining the level of quality of students’ knowledge, as well as attracting the attention of the general public to the problem of education and training of the female population. During the final exams, certain results were made, new tasks were outlined in the activities of the school and the life of graduates (new subjects were introduced; girls who showed good results were offered to continue their education in professional educational institutions). During these events, great attention was paid to identifying and solving women’s problems: upbringing, education, the role and place of women in the family and society, etc. In both cases, the material side of the issue had an important role: during the events devoted to the examinations, the material and financial base of the school was replenished, and the material situation of students and teachers improved. A rich source for studying this problem is the materials of the Tatar periodicals of the early twentieth century – the newspapers Vakyt (Vremya), Sibiriya, Tormysh (Zhizn’), Koyash (Solntse), etc. The authors cite individual articles from these newspapers. Keywords: female education, girls’ schools, assessment of the quality of knowledge, exams, newspapers | 619 | |||||
604 | Changes concerning reforming preschool education in Russia at the end of the XX century and the beginning of the XXI century determined the inner of the notion “speech creativity” as well as theoretical and methodological approaches to developing children’s speech and speech creativity. At the end of the XX century the notion “speech creativity” is associated with the child’s artistic and creative activities; different scientific ideas about the development of children’s speech creativity are formed. Organizing the process of developing preschoolers’ speech creativity in accordance with ideology of the new standard of preschool education requires a basic idea of pedagogical ways of organizing children’s artistic and creative activities by means of a fairy-tale. In connection with it, using modules as the innovative organizational pedagogical basis for developing children’s speech creativity in accordance with the main conceptual ideas of the educational standard becomes essential. At the beginning of making up modules there established typical relations between reproductive, productive and creative stages of developing senior preschoolers’ speech creativity that reflect the logic of the emergence of children’s activities during the period of preschool childhood and are followed by different types of mutual activities of the adult and children with the purpose to obtain developing and humanistic relationships between the participants of the interaction. Educational resources of modules are compiled to reveal and enrich the subjective experience of children with reference to their interests and capabilities. The effectiveness of using modules at developing children’s speech creativity in a preschool educational institution is proved by successful increase of children’s capacity for learning activities. Keywords: speech creativity, senior preschoolers, module approach, module model, conditions of developing universal learning operations | 618 | |||||
605 | 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 | 614 | |||||
606 | The article presents, on the basis of a theoretical analysis of the phenomenon of motivational space, its content, leading formation technologies. The specificity of modern models of the organization of the educational process by means of blended learning is revealed. The necessity of blended learning in training students of pedagogical universities is actualized. The urgency of the problem of optimizing the use of distance and blended learning for university students is substantiated. The characteristic of blended learning is given, theoretical and empirical studies in the field of distance and blended learning are analyzed, their positive aspects are identified and indicated. The motivational component makes it possible to determine the perspective of the program for the integration of various forms in the teaching of students, including foreign students and those with disabilities. The key motivational features of students and teachers of higher education at the present stage of implementation of various forms of education are scientifically substantiated. The purpose of the study is to analyze the specifics of the motivational space through blended learning tools. Potential resources of this form of obtaining information are demonstrated and tendencies of self-determination of students and teachers in professional activities through blended learning are determined. Keywords: motivation, motivated space, professional competence, blended learning tools, electronic communication | 614 | |||||
607 | In the new standard one of the important formed actions is problem solving. The solution to any problem begins with a question that a researcher or a student who has a difficulty has posed to himself. This requirement stems from modern standards for school education. The world has become so complex that a person has problems in any field of activity. At school No. 49 in Tomsk, one of the programs for the development of a teacher is aimed at teaching pupils to solve educational problems. At the beginning of its formation, primary school students were trained in this, but then it became necessary to teach elementary students to the elements of the program. Teaching primary school students the ability to solve first the simplest problems revealed the need to train them to ask questions, since the problem itself is formulated as a question. In the educational culture there are different types of questions. Not all types of questions cause students to solve a problem. But, different types of questions are needed to solve it. They serve to understand the text, the situation, the problem, as a result of which it is so important to teach schoolchildren how to work with questions in elementary school. The most effective are the six types of questions developed by B. Bloom. The authors suggest ways of teaching elementary school students an understanding of the meaning of questions, posing different questions and competent and complete answers to questions. As a model of question types, Bloom’s flower is used. In the submissions you can get acquainted with the ways of assessing students from the second to the fourth grade – how the number of students asking questions changes. As students gradually ask more difficult questions. How these questions are applied in solving problems. Keywords: Bloom’s flower, recognition of the meaning of different questions, questions for different texts, questions at different stages of problem solving, the effectiveness of questions in training | 613 | |||||
608 | Introduction. In the context of a continuously increasing flow of educational information, there is a contradiction between its large volume and limited time to study. Accordingly, the question arises about the structuring of educational information for laboratory work on inorganic chemistry based on the characteristics of its perception by students. Material and methods. The study was conducted on the basis of determining the effectiveness of the developed instructions for laboratory work in chemistry. It included the results of students’ questioning, determining the difficulty of their perception of instructions in textual and structured forms, estimating the time spent on preparation, execution of work and drawing up a report for them in the experimental and control groups. The groups had the same working conditions and level of training, but their difference was the use of different teaching materials. The results of the input and output control of students’ knowledge in order to identify the quality of the assimilation of chemical information in laboratory classes are given. Results and discussion. The features of the developed instructions for laboratory studies at the university are described, including: presenting them in a table containing individual blocks, algorithmizing the description of actions performed during the experiment, highlighting questions and tasks for experiments. The construction of proposals in the algorithm of the course of the chemical experiment is proposed. An example of the description of the content of experience to the laboratory work is given. The results of the pedagogical experiment are presented, which includes an analysis of the assessment of the difficulty of perceiving instructions of various forms, the cost of study time for preparing and conducting chemical ex periments at work, and testing students in the control and experimental groups. A survey of teachers of chemistry and biology was conducted, the results of which testify to the universality of the presented materials and the possibility of their use in school practice of teaching natural science subjects. Conclusion. The use of structured instructive and methodological materials in conducting laboratory studies in inorganic chemistry helps save study time for preparing and carrying out experiments, on the basis of which the methods of carrying out laboratory work are improved, which allows learners to assimilate chemical information more consciously and qualitatively. Keywords: chemistry laboratories, structured teaching materials, ergonomics in teaching, difficulty of perception of the text, teaching aid, input and output controls | 612 | |||||
609 | The article presents the data relevant for training and socialization of persons with disabilities. The urgency of studying vocabulary in the conditions of inclusive education, based on the example of children with visual impairments and children with autism spectrum disorders, is proved. Analyzed the specificity of formation of vocabulary in a deficit and a distorted form of dysontogenesis. The difficulties of perception and reproduction of vocabulary in students with disabilities are indicated. Based on the above data a strategy for the compensation of vocabulary deficits through an interagency approach has been developed. The interdepartmental approach involves interaction at three levels (the level of the region, the municipality and the specific organization), which makes possible social partnership and provides the necessary general conditions for the sustainable functioning of the process of compensation of lexical deficit as a social system. Social interaction is presented on the example of volunteer activity of students of pedagogical university on the basis of school for students with disabilities and theatrical excursions organized for children with disabilities and youth by the Department of Culture of the Administration of Tomsk, the Museum of History of Tomsk, the Tourist Information Center of Tomsk. Volunteer activities of students are manifested in various directions: summer school camp, creative workshops and master classes, tolerance days and New Year party. This practice is very useful for students, as modern realities imply the ability to work in an inclusive education system. In turn, creative activities can interest children and gain new social skills, enrich vocabulary and compensate for lexical difficulties. Keywords: lexical deficit, inclusive education, interactive excursion, volunteer activity, children with disabilities, vocabulary, interdepartmental interaction, socialization | 612 | |||||
610 | 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 | 611 | |||||
611 | The problem of search of new methodological approaches, concepts, technologies for professional development of specialists, which is one of the important tasks of the system of higher professional education, is actualized. Attention is drawn to the need to attract students to participate in subject Olympiads as a resource for the professionalization of future teachers. The theoretical analysis and, to a greater extent, long-term observations of the author not only from the position of a University teacher, but also a specialist with experience in mentoring in the Olympic movement since 2010, as well as a survey of students allowed to determine the features of the teacher-mentor in this direction. The features of mentoring in the process of the Olympiad movement are considered. In accordance with the first feature, the mentor should contribute to the maximum disclosure of the individual talents of each participant. The second feature is connected with the fact that for the teacher mentoring is a productive way to improve their own competencies, as a variety of Olympiad tasks require high qualification of the team leader. It is emphasized that the qualification of the head-mentor is associated not only with erudition – knowledge of specific subjects, but also to a greater extent correlates with its focus on universal, common cultural values. This orientation points to the need to meet certain professional requirements and possess qualities that have universal values. The quality of the mentor, identified as a priority by the results of a survey of students – participants of the Olympiad. The third feature of mentoring in the Olympiad movement is considered from the position of related interests of at least three subjects of interaction: teacher-mentor, students and educational institutions. Features of interrelations of these subjects in the Olympic movement are specified. Taking into account the peculiarities of the organization of mentoring activities during the subject Olympiads allows us to speak about the successful support of professional development of future specialists. Properly organized mentoring activities specifies the vector direction and is focused on assisting future teachers in the acquisition of professionally significant qualities already in his student years. Keywords: Olympiads, mentor, mentoring, support, professional development of students | 610 | |||||
612 | 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 | 609 | |||||
613 | The prevalence of aggressive behavior of children in the school environment in recent years has a tendency to increase. The space of the educational organization is no longer safe, despite the measures taken to ensure it: the installation of turnstiles, metal detectors, the presence of security, the creation of a school mediation service (conflict resolution), etc. The article analyzes the concept and content of aggressive behavior. The problem of aggression in an educational institution is considered from the position of violent actions both in relation to students, and in relation to teachers and the educational organization as a whole. The extreme expression of aggression and cruelty, as today’s realities show, are cases of attacks on schools and mass violence by students, accompanied by the death of children and teachers alike. Under these conditions, the role of a teacher as a carrier of a model of social behavior in school is of particular importance. However, in some cases, the teacher can cause the pupils to act aggressively by illegally using verbal means to express their hostility towards students insulting their dignity. Based on the results of scientific research, the article analyzes the manifestations of aggressiveness in school society, identifies the factors that provoke aggression of adolescents. It is concluded that interpersonal relationships play a leading role in the formation of aggressive intentions of a teenage schoolchild. Therefore, in the educational environment it is important to create such a model of interaction between the subjects of education, which will provide the most optimal combination of their positions and interests. Keywords: school society, adolescents, aggression, teachers, factors of aggressiveness, trends in relationships in school society | 607 | |||||
614 | The methodological features of the course “Modern History of the Countries of Asia and Africa”, which the author reads for historian students at TSPU, are examined, relying on a brief comparative analysis of textbooks on relevant issues. The chronological framework of the course, based on the oriental approach, is substantiated: manifestations of a systemic or structural crisis in the countries, that took place in the 17th – first half of the 18th centuries are selected as the starting line, for the most part, revolutionary events or important milestones of the national liberation struggle – for the finite. The author’s version of the course structure is proposed, based on the “call-and-answer” concept of A. J. Toynbee: the material is divided into three parts – “internal challenge” (crises of the beginning of the Modern Time), “external challenge” (forms and consequences of Western powers colonial policy in the East), “response” (reaction of the population of Asian and African countries to internal and external challenges). The theoretical basis of the course is described, which has a comprehensive character and includes a civilizational approach, elements of a Marxist theory and a theory of modernization, the first being responsible for structuring micro-level material, the second and third provide macro-level generalization. Keywords: methods of teaching history at the university, Modern history of the countries of Asia and Africa | 607 | |||||
615 | The article presents the results of a study into differences in ideas of a conflict situation among boys and girls studying at a teacher training college and the correlation of ideas of a conflict situation and the level of self-esteem and claims among the students. The conducted research contributes to the solution of the actual for modern education problem of forming teachers’ conflict competence. The purpose of the article is to analyze the difference in ideas of a conflict situation among boys and girls and to outline the directions of psychological and pedagogical work on the formation of future teachers’ conflict competence. The research methodology was the analysis and generalization of scientific works and publications of native and foreign psychologists on the problems of ideas in psychology, conflict situation and conflict competence, self-esteem and claims, as well as the use of adequate psycho-diagnostic methods (projective, subjective scaling) for empirical study of students’ ideas of a conflict situation, self-esteem and claims and statistical methods (analysis of differences significance, correlation analysis) to study differences in ideas of a conflict situation among boys and girls and to study the correlation between ideas of a conflict situation and levels of self-esteem and claims. The results of an empirical study into students’ ideas of a conflict situation, self-esteem and claims of students demonstrate the absence of significant gender differences in the studied constructs. Statistical analysis of the data revealed differences in the ideas of a conflict situation among young men and women with different levels of self-esteem and claims and direct correlation between the studied indicators. It is proved that negative ideas of a conflict situation correlate with passive strategies of conflict behavior (evasion, concession) and low level of selfesteem and claims, and, on the contrary, positive ideas of a conflict situation correlate with active strategies of conflict behavior (compromise, cooperation, competition) and adequate level of self-esteem and claims. The results and conclusions presented in the article can be taken into account while training specialists at secondary vocational education institutions and can be used to develop a program to form conflict competence of students at a teacher training college, which can be implemented in the form of an elective course or psychological training. Keywords: ideas of a conflict situation, conflict and conflictological competence, level of selfesteem and claims | 606 | |||||
616 | The article looks into the issues of organization of children foreign language interaction in the conditions of summer linguistic camp. The article emphasizes the reasons of implementing the educational potential of extra-curricular cultural and leisure activities of children in the context of teaching foreign language communication and indicates the ways of optimal integration of teaching and recreation during the summer time and holidays. In accordance with the educational goals, the types and forms of activities, as well as methods of organizing children foreign language communication in educational leisure activities are determined, taking into account the dominant forms of communication (dialogue, cooperative, competitive), natural in terms of educational leisure. The article describes the experience of establishing the programme of summer linguistic camp, which is based on a modular structure built on the technology of mixed programming and which includes different modules – educational, creative and project. As an assessment of the effectiveness of the educational program implemented in the conditions of the linguistic camp, there is monitoring, including preliminary and final language testing. Thus, as a result of the study, the article identifies the necessary conditions for implementation of targeted and motivated foreign language interaction of participants in terms of extra-curricular cultural and leisure activities. Keywords: extra-curricular cultural and leisure activities, foreign language interaction, summer linguistic camp, motivational communication, forms of organization and activities, modular programme, monitoring of effectiveness | 604 | |||||
617 | This article discusses the problem of developing and implementing a model of third-age education aimed at developing their social competence. The issue of training people of third age is relevant and solved in the works of domestic and foreign research from the point of view of formation and development of certain competences in conditions of continuous education. The third age refers to the period after the termination of professional activity characterized by the continuation of an active lifestyle to reveal its potential and opportunities. Teaching people of third age is a process based on the fundamental provisions of andragogics, gerogogics, adapted to the individual, psychological and social characteristics of students. Aimed at the empowerment, adaptation, socialization and self-actualization of people after retirement and termination of their professional activities. Which forms their social competence, as well as enabling them to develop effective strategies of adaptive behavior and learn to live in conditions of uncertainty. The methodological basis of this process is the personality-oriented, activity-oriented, axiological approach. The present study is based on a competency-based approach to the development of universal competences, which include social competence. The model developed and introduced into the educational process of the Higher People’s School is based on andragological and gerontological principles and includes four interrelated blocks: targeted, meaningful, organizational, and effective. A special place in the model is assigned to the program of social competence development. The programme consists of five modules that ensure the targeted development of all components of social competence. Third-age education is provided through formal and informal educational activities. The training process uses: traditional lectures with mandatory use of ICT technologies, problem lectures, conference lectures, binary lectures, seminar lectures, etc.; seminar lectures on which knowledge gained at lectures, abilities, skills and competences goes deep and systematized; practical exercises (testing, games, etc.); training occupations; conferences. The classes use individual and group forms of training; active, interactive, and visual learning methods. The program of training at the higher public school gives the chance to people of the third age to receive a certain level of knowledge, abilities, skills and competences, to find confidence in their abilities and to realize the potential of physical, intellectual, educational resources and free time. The presented model implies realization of such psychological and pedagogical conditions in the course of education, which influence the effectiveness of the process of development of social competence in people of the third age. The implemented model of education has shown its effectiveness in the development of social competence of people of the third age and has contributed to socio-psychological adaptation, socialization and self-actualization of people of the third age in modern dynamically developing conditions. Keywords: methodological basis of educating of people of the third age, competencybased approach, competenсe, competency, continuous education, higher public school, educating of people of the third age, social competence | 604 | |||||
618 | Self-development and self-organization of the personality are of great importance for the effectiveness of the educational and professional activities of the teacher. The article reveals the possibility of self-development of a bachelor of pedagogical education as the main component of the subject position and subject-subject relations. The interconnection of the key terms: subject, subjectivity, subjective position, subject-subject relations, is characterized. Using diagnostic tools, such as an author’s questionnaire consisting of open and closed questions, the specifics of understanding, the level and reasons for the refusal to demonstrate the subject position by bachelors in the educational process of a pedagogical university are revealed. Processing of the results of the questionnaire was carried out by calculating the average score and content analysis. As a result of the study, it was clarified that many factors influence the manifestation of the students’ subjective position in the process of their study at the university, some of which are the lack of self-organization, self-development skills, the predominant influence of the teacher and the lack of their joint activities. The article shows how, with the help of the case-method, it is possible to build the skill of self-organization of bachelors when organizing joint activities of a teacher and students at a pedagogical university. The substantial similarity of the implementation of the case method with the models of joint activity: authoritarian, leadership, partnership, is indicated. The emphasis is on the fact that, as part of the case method, when organizing joint activities, the main task is to build the subjectivation strategy between the teacher and the students in the process of solving various types of cases that become more complicated for each bachelor’s course. Features of the organization of students’ and teachers’ activities from the reproduction strategy to the strategy of cooperation through the demonstration by subjects of the educational process of their subjective position are presented. Keywords: self-organization, subject, subjectivity, subjective position, subject-subject relations, case-method, models of joint activity | 603 | |||||
619 | The article analyzes the concept of “self-development” and the personality abilities associated with it from a psychological point of view. The purpose of the research is to consider the concept of “self-development”, as well as “the ability for self-development”, “the highest ability for self-development” and identify the difference between these abilities. In the course of the analysis the concept of self-development is described, its various characteristics and parameters are revealed. The article presents definitions of the ability for self-development, covering its different aspects, such as systemic, integrative, subjective, activity-oriented, life-oriented, transformative, motivational-value, evaluative-orientational, self-regulatory, reflexive-regulatory, cognitive. It is shown that there is no single concept of self-development. Some concepts emphasize the role of cognitive factors, while others give priority to self-regulatory skills; subject position; transformation of the inner world; specific activity for self-change, aimed at solving life problems. It is concluded that the variety of factors contributing to self-development, the identification of many its aspects and components, various forms of manifestation seems to be logical, since it reflects the complexity and multidimensionality of this psychological phenomenon. A special place in the article is occupied by the description of subjectiveness, which is interpreted by the author as one of the key factors determining self-development. The important role of the position of the subject and subjectiveness in self-development and its importance for the manifestation of the highest ability for self-development, when a person acts as a subject of activity, as a subject of development, and as a subject of life, is emphasized. The specificity of the highest ability for self-development is noted, associated with its belonging to the mental component of spiritual abilities. The difference between the ordinary ability for self-development and the higher ability for self-development is shown, which is due to the fact that the highest ability for self-development is focused on absolute values and high spiritual and moral ideals. Keywords: characteristics of self-development, subject, subjectiveness, the ability for self-development, the highest ability for self-development | 603 | |||||
620 | The modernization of society raises issues of training personnel with developed innovative potential. In this situation, the issues of studying the specifics of the innovative behavior of the individual, the development of the innovative potential of students in the context of professional education are relevant. The study of innovative potential and innovative human behavior is based on an activity-based approach in psychology. Innovative activity creates favorable conditions for the development of personality, the effective use of internal potential. In innovative behavior, a person realizes his “actual potentiality”, the ability to transcendence, and personal growth becomes an actual state. For the development of the innovative potential of the individual, it is fundamentally important to develop the worldview of the individual, tolerance to uncertainty, and the need for self-realization. The problem of initiating innovative behavior is of great interest today. For modern pedagogy and psychology, the task of forming and developing a personality focused on innovative behavior is currently becoming urgent. Although the concepts of “formation” and “development” are close, the development process is still more significant in this issue, since it involves subjectivity, human activity. Currently, a promising model in the preparation of a modern specialist is a model of professional selfdevelopment, where the emphasis is on the internal activity of a person, the need for selfrealization. A necessary condition for the development of innovative potential is the educational environment, where a person is included in the cultural ties of society. The educational environment should contribute to the formation of an innovative culture of students, create a single and holistic process of innovative training of specialists. Keywords: innovative potential, innovative behavior, personal self-development, educational environment | 602 | |||||
621 | Various forms of mastering the educational professional program are analyzed, the advantages and disadvantages of self-education in the digital space and distance learning are considered. The article shows the demand for training according to an individual curriculum and examines the features of the contingent of students that cause the problem of developing a special methodology for their individual training for activities in the conditions of the emerging innovative economy. The author substantiates the importance of developing universal competencies, including a cluster of creative professional competencies, readiness to work in conditions of psychological stress, digital literacy, mathematical analytical thinking, and spiritual and moral qualities. Psychological and pedagogical conditions for effective training of technical specialists by correspondence are formulated, which assume consideration of the needs of participants in the educational process, cognitive abilities and competence profile. It is proposed to use impulse educational technologies, adaptive management of the process of students’ development and intensification of independent work in the digital space. Special attention is paid to the need to strengthen education in order to prepare for engineering creativity. It is advisable to design a personal educational track with the help of a tutor. The organizational mechanism of individualization of training in the digital space based on the competence profile is described. At the first level of individualization, an individual plan is developed. At the second level, on the basis of a digital competence profile, students’ educational activities are managed during the semester. The organization of individual training of technical specialists in correspondence form with the maximum use of the potential of digitalization of education will improve the quality of education and provide an advanced level of formation of the competencies demanded by the customer, to achieve a more complete satisfaction of students with the educational services provided. Keywords: quality of education, innovative readiness, pedagogical innovations, personal educational track, digitalization of education | 601 | |||||
622 | In recent decades, the Russian family has undergone profound changes in relations between generations of parents and children. There is a practice-justified view that Russian children were never as different from parents by their mentality as in today’s reality. The retrospective analysis carried out in the article of the family’s performance of its educational function with regard to children differentiated by sex shows the importance and place of each parent in the formation of the child’s personality. The conducted survey of schoolchildren in five regions of Russia (2019) and comparison of its results with the data of a similar survey of ten years ago (2009) make it possible to draw conclusions about trends in family education, as well as about which parents most successfully perform their educational role in the modern Russian family. In retrospect of the last ten years, alarming conclusions are being formulated about the reduction of parents’ authority as advisers. In the dynamics of these years there is a decrease in the attitude of children to be similar to their parents. Attention is drawn to the fact that most children do not view the family environment as comfortable for cohabitation with parents, which indicates the factors of disadvantage of these families. The desire of children to assert their financial independence by independently earning money for pocket expenses has been revealed. There is an increase in the number of children evading the answer about the sources of money, which may indicate improper practices in obtaining it. The given data of the comparative study make it possible to conclude that there has been an increase in certain deformation of parental roles in the family over the past ten years. The task of the family today is to contribute to the formation of life guidelines of children, offering them reliable starting conditions for achieving success. The scientific novelty of the study consists in the analysis of the influence of educational actions (omissions) of each parent on the formation of immunity in children from possible external negative influences taking into account modern social risks in society. Keywords: father, mother, family, children, parenting, trends in family education | 601 | |||||
623 | The article is devoted to the influence of the Bologna process on the system of Russian education. For the last decade there has been a massive transfer of higher education to a twolevel system: bachelor – master. To obtain a bachelor’s degree, you must complete 4–5 years of training, masters are to study additional 1–2 years. A single-level system with obtaining the qualification “specialist” remains for some professions and areas of education. The reason for the transition to this model of education was Russia’s accession to the Bologna process in September 2003 at the Berlin meeting of European ministers of education. It should be noted that the reformation process was fully justified and we expect, since the optimization of such spheres of the state’s life as political, economic and social should have led to changes in the field of education. The article focuses on the difficulties appeared in non- linguistic universities in connection with the transition to a two-level education system and a significant reduction in hours of foreign language. We propose ways for solution of these problems, allowing students to master strategies, develop personal knowledge, interact with other subjects of the educational process and with the world as a whole. The introduction of modular training, the use of tests in the learning process will make it possible to coordinate the program of teaching foreign languages with a general curriculum, increase the competitive ability of Russian graduates and their level of professional training, and also organize turnout of highly qualified specialists with relevant skills for studying in European universities. Keywords: foreign language competence, Bologna process, non-linguistic university, two-level system of education, module training, linguo-didactic test | 600 | |||||
624 | The paper studies some aspects of the formation of universal competencies (UC) in the course of theoretical physics for students of pedagogical universities. As an example, a fragment of the course of classical mechanics is selected, associated with finding the law of motion of the body in Newton’s formulation. Four types of tasks are considered, which differ mainly in the nature of the time dependence of the resulting force. When solving the problems of the module “Classical Mechanics” of a course in theoretical physics, knowledge from mathematical courses (Mathematical Analysis, Differential Equations) is actively used, which stimulates the students’ analytical and creative intellectual activity. The relevance of the topic is that the course of theoretical physics combines the disciplines of the natural science and mathematical cycles, and it is important to be able to fully use the knowledge accumulated by students to reach a new, integral level of understanding of educational information. The novelty of this approach is that it makes it possible to simultaneously form the scientific, research thinking of students; mastering the teaching methods of physical and mathematical disciplines (which is important for future teachers); to develop the creative potential of students when choosing a particular decision algorithm. The article shows how, when solving selected problems, students form a set of competencies of the UС-1 group. Keywords: physical and mathematical sciences, theoretical physics, classical mechanics, the law of body motion, differential equations, teaching of classical mechanics, teacher training, universal competencies | 600 | |||||
625 | The paper considers the issue of organization and implementation of distance education in higher education institutions during the period of self-isolation and quarantine, established in many countries in connection with the spread of a new coronoviral infection. Examples of the main problems and trends revealed by sociological surveys of university instructors and students conducted in Russia and abroad have been described. Thus, the number of educational institutions had to introduce three main types of teaching and learning including asynchronous with students studying independently, synchronous based on web-conferencing services and blended covering both the types; the most popular trends in dealing with the implementation of digital teaching and learning indicated student volunteering activities in providing technological and psychological support to teachers and school students. The results of the online survey of university instructors and students in Tomsk State Pedagogical University conducted at the end of the spring semester 2020 have been exposed. The author identifies some possible directions of the university on work with digital technologies in education and implementation of successful cases and practices: an introductory stage of training university students and instructors how to use digital tools in the teaching and learning process, updating university digital platforms and tools, providing on-going technological and methodological support to university instructors, arranging seminars on best teaching and learning practices. Keywords: distance learning, online survey, self-isolation, electronic resources, digital technologies in education | 600 | |||||
626 | 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 | 599 | |||||
627 | 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 | 599 | |||||
628 | Realization of pedagogical ways to solve the problem of maintaining physical activity of civil servants of power structures is constrained taking into account objective (increase of age and age-related changes of health, tense mode of professional activity, possible “office” character of work, violation of the mode of labour and rest, presence of pernicious habits, etc.) and subjective (disparity of level of knowledge about the role of physical activity in professional activity, actual situation of professional development of specialist; lack of skills to maintain physical activity at a level that ensures normal well-being, ability and efficiency of performing professional tasks; ignoring physical activity and sports) factors, defiant the decline of this activity. The analysis of foreign experience indicates a trend of increasing attention to the physical performance of public servants, physical activity as a factor in ensuring the ability to work. Understanding of physical activity as a phenomenon, conditioned by internal reasons, recognition of its biosocial nature allows including physical activity in the number of aims of continuous trade education of civil servants of power structures, such attributive characteristics, as independence, internal motivation and consciousness of man, must be taken into account in the practical instruments of it. One of the methods for increasing the effectiveness of maintenance of physical activity of civil servant in the security forces is pedagogical support. In the development and realization of individual models of physical activity an important role is played by the rich in content constituents of pedagogical support (organizationally-rich in content module of Form and Methods of Maintenance of Physical Activity of Servants, individual consultations, active forms, reflection, monitoring). Keywords: physical activity of civil servant of power structures, continuous trade education, pedagogical support | 595 | |||||
629 | The problem of socialization of students with autism spectrum disorders is addressed. One of the main problems of interaction with adults and peers is violation of communication owing to the distorted perception of reality. The analysis of strong and weak points of use of speech components of children of the specified category is carried out and one of the modern approaches to enhancing communication processes – the use of alternative communication is presented. The inclusion of scripted (scripted, automated) phrases in the learning process, social interaction, and game allows children with autistic range disorders to form the communication skills that are necessary for their inclusion in a society. The article presents examples of social scenarios that mimic children in the classroom. The significance of the diagnosis of speech typologies in ASD is determined, which is due to the determination of the educational path of social communication in children with ASD. The analysis of the behavior and interaction of autists with adults was also carried out according to the following criteria: a large volume of nouns, imitation of nouns, a small number of imitations, wider use of narrative sentences, the presence of correlations of the subject’s concept of a word. In this regard, among children with ASD, both reference and expressive children can be distinguished. Keywords: children with autism spectrum disorders, communication, referential and expressive speech type, social and echolalistic scripting | 595 | |||||
630 | The state’s development vector is currently aimed at innovative transformations. To create an effective innovation system in the country, it is important to prepare University students for professional activities and develop their innovative potential. An important condition in preparing students for innovation is psychological and pedagogical support. Support should be aimed at the formation of innovative competencies of students, personal development, expansion of self-education, assistance in the development and implementation of innovations. It is important that psychological and pedagogical support is focused on the design of the author’s system of student activity when mastering the basics of the profession. Psychological and pedagogical support in the educational process takes into account the logic of the natural development of the student at this age and socio-cultural stage. The model of psychological and pedagogical support for the development of innovative potential of students includes several components: motivational, informative, practical, evaluative, and diagnostic. The model combines the goals, objectives, and features of innovation in the educational environment. It should be focused on the development of innovative thinking, improving motivation, improving the quality of independent and team work, and selfdevelopment of students. When developing the innovative potential of students, it is necessary to use active forms of education: training, project activities, discussions, modeling, roleplaying and simulation games. Active forms of education help to develop students communicative competence, creative and organizational abilities, personal and professional identity. Psychological and pedagogical support for the development of innovative potential of students should be based on the principle of transition of opportunity to relevance. With the development of innovative potential, students move to a qualitatively new level through self-development and professional improvement. Scientific and research work, which is focused on the practical implementation of the results of intellectual activity, is of great importance in the preparation of students. Keywords: innovative potential, psychological and pedagogical support, educational environment, personality | 595 | |||||
631 | 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 | 595 | |||||
632 | The advantages of development of professionally significant qualities of students in project activity are considered, as well as the example of introduction of student’s projects in the proposals of tourist firms of the Oryol region is shown. The process of implementation of the project assumes the solution of a number of the tasks allowing to establish recreational and tourist needs of the region; to reveal preferences, forms, types of active holiday and awareness of subjects in them; to involve as many subjects as possible in recreational and tourist activities; to estimate efficiency of the activity. The project is being developed within the disciplines of the curriculum and an optional course. Protecting the project before the employer gives a chance to implement the project in practice. The questionnaire, developed by the authors to assess the effectiveness of the developed projects, allowed to identify important criteria that contribute to their implementation in the economic activity of tourist organizations. These criteria include profitability, relevance and social significance, innovation and author’s creativity, logical choice of form and organization, communication with the target and non-target audience. The result of training sessions was the implementation of three developed projects in the activities of the tourist operator of the Oryol region – LLC “S afari”. Keywords: project activity, professionally significant qualities, tourism, interaction with employers | 594 | |||||
633 | The main purpose of this article is to illustrate the historical emergence and developing of elementary schools, men and women gymnasiums in Siberian territories in the period of of the 17th - early 20th centuries using archival materials from the unique school museum of public education in Tomsk. The dynamic of formation and functioning of the various types of ecclesiastical educational institutions and class purpose are presented. On the basis of data from the archival funds of the Museum of Public Education of the city of Tomsk, the role of prominent public figures and Siberian educators P.I. Makushin and G.N. Potanin in the construction of new schools and the creation of various educational societies, including the Society for the Care of Primary Education. The distribution of literacy experience is illustrated by means of creation free libraries, book shops and accessible museum on the Tomsk province territories. Today more than a hundred municipal and departamental museums operate on the territory of the modern Tomsk region. Most of these museums have special sections containing archival documents and exhibits, dedicated to education. The article describes the history of the Tomsk school museum of public education, which documents a complete picture of school education during the existence of the Tomsk province until 1925. Archival documents also reflect the current state of the teaching staff, the content of educational programs and achievements of the school educational system. Keywords: elementary school, gymnasium, ecclesiastical seminar, library, museum stock, archival materials, enlightenment, social activity | 594 | |||||
634 | The article is devoted to the analysis of such social phenomenon as tolerance to children and adolescents with developmental disorders. It contains a fragment of research carried out by the authors during 2009–2017. Based on the analysis of the answers given by representatives of three socio-demographic groups (pupils in secondary schools, students of higher educational institutions, adults) to the author’s questionnaires their attitude to children with disabilities from four categories was studied: children with mental retardation, cerebral palsy, blind and visually impaired, deaf and hard of hearing. Adult respondents express less tolerant attitude to children with disabilities, in comparison with students and schoolchildren: 45.9 % object to teaching their children together with a child with developmental problems, 41.2 % speak out for separate education, 33.9 % object to joint extracurricular activities. 82.5 % of students and 76.6 % of adults are not ready to provide voluntary, even temporary, assistance. A comparative analysis of interaction with them in various spheres and situations is described. In general, the studied groups are characterized by differences in the answers to the questions, suggesting and not suggesting personal involvement in the situation of interaction with such a child, more pronounced in the responses of adult respondents. The differences in the level of tolerance, as in different social situations of interaction and in relation to different categories of children with disabilities were obtained. Keywords: tolerance, schoolchildren, students, adults, children with mental retardation, hard of hearing and deaf children, children with cerebral palsy, visually impaired and blind children | 592 | |||||
635 | The problem of organizing mentoring is analyzed as a mechanism for the implementation of lifelong adult education, as a mechanism for in-company training of employees, which allows them to be fixed and adapted in the profession. Mentoring is considered as a joint activity of an experienced teacher and a young specialist, aimed at the professional and personal development of all participants in the activity. A comparative analysis of the organization of mentoring is made from the position of a teacher’s closed and open professionalism, taking into account criteria such as: purpose, content, nature of interaction, forms of collaboration, type of professional samples, results. Various options for implementing the practice of mentoring are considered: supervision, mentoring, coaching, tutoring. Given these options, different types of mentors have been identified that can accompany a young specialist, not only for adaptation, but also for immersion in the innovative space of an educational organization. The conclusion is drawn about the need to study the effectiveness of different mentoring practices and study its contents, forms, results and effects, including the search for mechanisms for co-organizing approaches to mentoring in the logic of a teacher’s closed and open professionalization. Keywords: mentoring, joint activity, open and closed professionalism, lifelong education of adults | 592 | |||||
636 | The article presents the author’s view on the training of qualified specialists for agricultural production. The economic and managerial training of qualified specialists for agricultural production is considered taking into account the World Skills Russia standard in the field of training “Agricultural mechanization” using the example of secondary vocational education. The author describes the model of training qualified specialists in the specialization «Agricultural Mechanization». The specification of the World Skills standard on the competence “Operation of agricultural machines” is given. The introduction of this specification in the educational process of OGBPOU «Tomsk Agrarian College» is described. The process of organizing training sessions is considered. The connection of teaching with life, with agricultural production is not only the use of materials about the historical path of agricultural science and practice, but the consideration of an urgent issue as the need for knowledge of the economy, organization and planning of agricultural production. The teacher’s task is to apply economic knowledge in practice, for example, in the study of agricultural machinery, that is, machines and mechanisms, to be able to determine the effectiveness of the use of machines, fertilizers, pesticides, etc. Thus, in the matter of training students, it is important that the content of classes include specific material aimed at developing students’ interest in their chosen specialty. Keywords: secondary vocational education, qualified specialists, economic management training, agriculture, standard specification, theoretical training, intersubject communications, production training | 592 | |||||
637 | Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities. Keywords: innovative potential, educational environment, personal self-development, activities, competencies, psychological and pedagogical support | 589 | |||||
638 | The question of professional tasks of a preschool education teacher is discussed. Pedagogical activity is a process of solving professional tasks of various types. The article describes the psychological task, as one of the types of professional tasks in educational activities. The specificity of the psychological task in a teacher’s practice is its uncertainty. The uncertainty of the task is related to an individual’s perception of a situation, his personal attitude towards that situation, the individual experience of solving such problematic situations and the presence of personal meanings regarding what is happening in the context of the general level of psychological maturity of a person. This implies the variability of solutions. The choice of pedagogical actions is connected to a number of conditions: the perception of the situation, attitude towards the situation, the emotions it causes, the experience of solving problematic situations and the preferred behavioral models and the desired outcome. The article describes the informative characteristics of the three solutions of the psychological problem. The following situation is psychologically competent: a wholesome perception of the situation, the attitude towards the situation as a meaningful one for others (a personally and socially significant situation), feelings are associated with internal experiences shared with feelings of others; decisions are aimed for benefitting all of the participants of the situation, the result is defined as useful and significant for other people, for society, along with their own achievements. The article provides an example of solving a psychological problem by a teacher in the form of a case in accordance with the third option. Appeal to the groups of universal and general professional competencies, indicated in modern FGOS VO, showed that each of the designated competencies contains not only psychological terminology, but also contains ideas of a variable approach towards their development. One of the options for the development of professional competencies, in our opinion, is the use of a task approach that includes a combination of different types of tasks. In the typification of professional tasks noted in the FGOS VO 3 ++, the psychological task is included in broad nominations of such types as accompaniment, cultural and educational, organizational and managerial, methodical. Keywords: tasks of a teacher’s professional activity, a psychological task, an open type problem, a teacher’s psychological competence, system approach, subject approach, humanitarian paradigm of education | 588 | |||||
639 | Professional managerial activity of the head of an educational institution is closely related to the need to prepare a great number of documents or make decisions based on documentary information. From this point of view, one of the aspects of preparing students for the master’s program in “Education Management” is mastering of the discipline “Records Management in Education”. The study was carried out on the basis of the analysis of scientific, pedagogical and special literature, federal state educational standards of higher education, the process and results of teaching the course of office work. Achievement of the research goal is realized on the basis of system, activity and task approaches. Based on the analysis of the project of professional standard of the manager in the field of education justified the introduction of the educational program of training graduate in “Education Management” course “Records Management in Education”. For this purpose, an educational and methodological complex has been developed on the issues of office management and documentation support for management. In the implementation of the labor functions of the head of an educational institution in many cases, the function in the field of office management and documentation support for managing an educational institution becomes concomitant. The course “Records Management in Education” meets the need for the formation of the competence of the head of an educational institution in this area. Keywords: Training of the head of the educational institution in the field of documentation management; Labor functions of the head of an educational institution; Course “Office Management in Education” | 588 | |||||
640 | The methods of interaction between parents and children on the problem of developing the interest of the younger student in mathematics are submitted for consideration. Parents have serious difficulties in organizing their own help for children, not only in the framework of home independent work, but also in performing various tasks in mathematics, which makes it difficult to solve this problem. The research material was the results of a survey of parents, on the basis of which their position on the organization of work to develop the interest of younger students in mathematics is revealed. This problem is traditionally solved by the teacher in the classroom, and when organizing extracurricular activities, it involves parents. In relation to adults, the teacher takes an authoritarian position. It determines what difficulties the student is experiencing in learning individual subjects and what help parents can provide. The indicated variant of adult interaction leads to the fact that parents also take an authoritarian position when organizing independent activities of younger students. At the same time, the development of interest in learning at school, including academic subjects, requires a change in the position of adults. In this regard, it is advisable to inform parents about ways to develop younger students’ interest in mathematics, about ways to organize activities for their implementation, which can have a significant impact on the success of the younger student in mastering the content of the initial course of mathematics. For parents to understand the importance of a new way of organizing joint activities, it is necessary to change the teacher’s position from authoritarian to partner. This makes it possible to create conditions for mastering the techniques of productive interaction aimed at developing younger students’ interest in mathematics and mathematical activities. Keywords: mathematical activity, interest, methods of interaction organization, Junior school student, parents | 587 | |||||
641 | Introduction. Today, the quality of education is determined not by acquired knowledge, skills, but by the opportunities for developing the spiritual and creative potential of the personality of participants in the educational process. Rethinking the criteria for assessing the quality of education in Russian education at the beginning of the twenty-first century reveals the conditions conducive to the development of creative abilities of a person in pedagogy of art. Changing the criteria for the quality of education leads to changes in the goals of education, as well as determines the need for understanding the process and the results of pedagogical activity not only at the level of teaching methods for the subject, but at the level of general pedagogical approaches focused on personality development. The purpose of the study is to identify participants in the educational process in the process of teaching composition and color science, to develop and test in practice a series of tasks aimed at developing the personality of students. Material and methods. In the course of the study, we used a set of methods. The main theoretical provisions and conclusions of the study are based on the analysis, synthesis and systematization of material on the problem of goals and values of pedagogy of art, the development of creative abilities of a person. Empirical research methods (studying the products of students’ activities, a pedagogical experiment) were used during the testing of a series of tasks aimed at developing the personality of participants in the educational process. Results and discussion. The pedagogy of art determines the harmonious development and formation of the spiritual and creative personality of the participants in the educational process (student and teacher) as the goal and value of personality-oriented education. In pedagogy of art, a personality-oriented approach is important to combine with a semantic approach that focuses students on understanding the meaning, meaning of artistic expressiveness – learning the language of visual art. Conсlusion. The analysis of theoretical sources, as well as the results of testing tasks on the basics of composition and color science, revealed that the development of creative abilities of a person provides the following conditions: 1. The personal significance of the content of education, the value motives of learning. 2. Providing pedagogical support for the student’s personal development. 3. The combination of a personality-oriented approach with a semantic approach in teaching composition, color science. Keywords: art education, pedagogy of art, personality development, basics of composition, basics of color science, personality-oriented approach, semantic approach | 587 | |||||
642 | The article raises the question of finding effective forms and means of overcoming the value disorientation of the younger generation. As a solution to this problem, the author proposes to use the volunteer resource of student youth, to attract future teachers to work with children’s associations of different ages at leisure and recreation sites. The content, purpose, objectives, methods and forms of interaction between volunteers and children at such sites determine the spiritual and moral orientation of their joint activities. To understand the specifics of such social practice, the author of the article presented the rationale for the peculiarities of educational activities of a spiritual and moral orientation, concretized the pedagogical goals and the result of this activity, taking into account possible restrictions, methods of selecting specific types and forms of interaction between children and volunteers, which allow initiating the spiritual efforts of pupils to self-analysis of activities and behavior, to motivate them to choose creative ways of self-realization. These theoretical propositions have been tested in practice and have proven their effectiveness within the framework of the “Guys from Our Yard” project, which has been implemented for five years by students of the Solikamsk State Pedagogical Institute (branch) of the Perm State National Research University. The materials proposed in the article can be used by volunteer associations, student pedagogical teams for organizing educational activities of a spiritual and moral orientation at leisure and recreation sites (or in working conditions with children’s associations of different ages at the place of residence). Keywords: spiritual and moral education, volunteering, educational activities at leisure and recreation sites, children’s association of different ages | 587 | |||||
643 | Changes in the life of modern society entailed a violation in the preexisting interaction of school, family and society. The rapid change in the socio-economic conditions of society to a certain extent changes the interaction of the subjects of the educational system in the upbringing of children and youth, which is manifested in the complication of responsibility in making pedagogical decisions, caused by the increased relationship between those who participate in this upbringing. The problem is compounded by the fact that in the Kyrgyz Republic the issues of interaction between schools, families and society have not been sufficiently studied both theoretically and practically. Based on the foregoing, the aim of the article is to determine the content of the interaction of school, family and society and to identify the further implementation of this aspect in the training of teachers. In this study, we used such methods as: theoretical analysis of philosophical, psychological and pedagogical literature, questioning, observation, conversation, study of documentation and experience of educational organizations of the Kyrgyz Republic, mathematical methods). All these methods were used to study the state of the theory and practice of interaction between school, family and society in the current socio-economic and sociocultural situation. The study involved 231 students (J. Balasagyn KNU and the Kyrgyz-Russian Academy of Education (KRAO)). Of these, 114 students of 1–4 courses in the control group (KRAO). 117 students of 1–4 courses in the experimental group (KNU). Studying the problem of interaction between the school, family and society suggests that modern students of pedagogical directions of universities of the Kyrgyz Republic need special effective training as future teachers for partnerships with parents and representatives of society, where relations of responsibility, mutual trust and awareness of the coherence of goals should prevail, tasks and content in the upbringing of a growing person. For the effective implementation of the relationship of family and social education, a special course and a special system for training students of pedagogical specialties of higher educational institutions are offered. The results of the study show that the problem of interaction between the school, family and society today remains one of the important aspects of the activities of universities, as it is associated with assisting the future teacher in managing the joint activities of the school, family and society in order to combine the efforts of cooperation between the subjects of education. Keywords: students, training of future teachers, family, school, society, social partnership, the interaction of family and social education | 585 | |||||
644 | Self-actualization of individual potential is a condition for the teacher to achieve the goals of a developing education system. Unambiguous understanding of the nature of the potential in science is not yet developed, the majority of studies do not sufficiently take into account the requirements of activities to the teacher’s personality. Hence, the purpose of the work is to identify the essence of individual and personal teacher’s potential as the subject of his selfactualization in professional activities, taking into account the specifics of the latter. The analysis reveals the essence and structure of individual potential. It is concluded that the teacher’s potential is an individually developed complex of heterogeneous professionally significant features of the individual, which are located at different qualitative levels of actualization. The basis for its systematization is the essence and structure of the pedagogical culture, which, on the one hand, is determined by the specifics of the pedagogical activity, and on the other, is realized through the functions of this activity. The central component of the potential is personal pedagogical values. The significance of the work is connected with the substantiation of the potential by the unity of personal and activity components. The results can serve as the basis for the development of the technological aspect of the selfactualization theory. Keywords: self-actualization, actual and potential, teacher, professional activity, pedagogical culture, personality, pedagogical values | 584 | |||||
645 | The article deals with the concepts of “global world” and “global thinking” in their spatial and temporal meaning. The inclusion of global spatial and temporal aspects in the content of higher education determines the conceptuality of education, which has a positive impact on the quality of higher education. It is shown that the semantic formations of the personality are directly dependent on the temporal aspects of its existence, and they are important for the core structures of the personality semantic sphere. In this regard, the problems of modern higher education are highlighted. The necessity of more clear purpose designation of higher education with a projection on time aspects of the global world development is proved. It is determined that the quality of higher education is influenced by inefficient personnel formation of universities, in which there are few specialists in the field of education theory; it also suffers from the lack of individual training programs for students throughout the process. In higher education, as well as in science, there is a significant gap between theory and practice. The idea of global thinking formation among students as one of the strategies of higher education is defended. Directions of global thinking formation, taking into account its time aspect, are presented. Examples of practical solutions on the strategy choice in the educational process of higher education are given. The study showed that the formation of culture of cognitive activity ways translation allows students to discover the global, spiritual side of the activity, thereby strengthening the trend of more reasonable expectations of an optimistic future for young people. Keywords: spatial and temporal aspects of the global world, global thinking, teacher’s translational functions | 583 | |||||
646 | Currently, the personality of each serviceman plays an important role in the development of a military specialty. The article examines the personality of a serviceman from the psychological point of view through the essence of the main mental properties, which include: focus, temperament, character and abilities. The article considers the strong-willed and emotional qualities of the personality, positive and negative habits, the military-professional education of the soldier, which is reflected in his discipline, which are important for a serviceman. The concept of «professionalism» is disclosed as the level of mastering a professional activity that meets the existing standards and objective requirements in the world. The dependence of the success of service and combat activities of servicemen on their professionalism has been determined. The article describes the structure of militaryprofessional competence, the realization of which by each serviceman contributes to the disclosure of their creative potential in favor of military activity, motivates them to successfully perform service-combat tasks. The article presents the results of the analysis to study the level of readiness to perform service and combat missions by various categories of servicemen. The data obtained indicate a high degree of readiness of the officers who took part in the experiment to perform service and combat missions. Contract servicemen and cadets who took part in the experiment showed a level of readiness to perform service and combat missions that did not go beyond the average values. The result of the experiment confirms that its participants have the necessary professional and personal qualities that contribute to the successful fulfillment of the assigned service and combat missions. The readiness indicators of contract servicemen and cadets who took part in the study push us to look for ways to increase the efficiency of servicemen’s performance of service and combat tasks in their daily activities. Keywords: serviceman, Rosgvardia, service and combat activity, personality, professionalism, professional qualities of a soldier’s personality | 583 | |||||
647 | . | 582 | |||||
648 | Nowadays the use of authentic videos at the lessons of foreign lessons in secondary schools is an urgent topic for research and study. The use of video at the lessons contributes to the formation of skills and the development of skills of one of the most important types of speech activity – speaking. Comparing the facts, cultural characteristics, and the behaviour of people in society, we form a positive attitude to the culture of the country of the language being studied, using modern techniques and techniques for working with video materials. The article describes the criteria for selecting authentic videos and the main stages of working with video materials that can be used at the lessons of foreign language in secondary schools. The article presents the results of a study on the influence of various authentic videos on the process of improving the skills of monologue speech. The article demonstrates the tendency of the effective use of authentic videos in the process of improving the students’ speaking skills and the positive dynamics of the students’ attitude to the learning process as a whole. The necessity to develop speaking skills through the use of authentic videos in the educational process is also shown, noting that this process will be given special attention in the following scientific papers. The results of the study allow us to outline a strategy for further work with video materials. Keywords: mastering speaking skills, authentic video materials, monologue speech, foreign language, secondary school | 582 | |||||
649 | The article uncovers the conceptual approaches to interpreting of personal selfdetermination. The fundamental statements, as the authors state, continue to be relevant from the modern scientific point of view. The authors assume that this notion research results may steer the direction of further research of the personal self-determination characteristics within the inclusive education field. The given object/process phenomenon is in focus of philosophical, sociological and pedagogical studies. The contexts of each of those sciences are used to address the actual complex tasks of the research. The discussion touching different philosophical concepts is based on the speculation in regards to: what it the level of personal freedom impact on the professional growth of a person, how do the external social circumstances affect the personal choices, how do family, personal and social factors of the past affect the behavioral strategies. The sociological approach evaluates the specifics of selfdetermination as an element of goal-establishment and a social role-based behavior. The psychological approach defines the procedural characteristics of self-determination and its determining internal factors. The personal and subject-behavioral psychological approaches are the most productive bases in considering the issue of the self-determination for people with limiting life circumstances during the period of their professional establishment in the inclusive educational environment. Keywords: personality, personal self-determination, positive psychology, education, professional education, personal potential, inclusive education | 581 | |||||
650 | Teaching students to develop and form educational programs is an actual task for teachers of a pedagogical university. Special requirements apply to training students in development of extra-training educational programs aimed at physical education and sports, since the quality of such programs determines not only competitive progress, but also maintaining the health of students. Training quality and methodological literacy of students in the development of modern extra-training educational programs is largely defined by the regularity of educational practices monitoring and it’s reflection in programs as methodical documents. Under Russian conditions, various federal, regional and municipal expert (and competitive) events to evaluate educational programs can be considered as the basis for monitoring. Understanding of expertise as a valuable resource to improve students’ methodological literacy is determined by the fact that at present time in the Tomsk region, expert evaluation activity of educational programs during contests and other events has become systematic for for teachers conducting pedagogical disciplines. The author’s experience in analyzing physical education and sports programs at the regional stage of the Russian National contest of extra-training general developmental programs (including different-level ones) and as a part of regional project “Every Child’s Success”, independently evaluating the quality of extra-training educational programs, made it possible to examine the methodological deficiencies of teachers working in physical education and sports. Generalization of their typical mistakes turned out to be promising for the correction of practices of teaching students to develop modern educational programs and related features. Keywords: expert examination of educational programs, sports programs, methodological literacy of students, extra-training education in physical culture and sports | 580 |