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THE ACTIVITY OF THE CENTRE FOR SUPPLEMENTARY PHYSICAL AND MATHEMATICAL EDUCATION AS AN INNOVATIVE MODEL OF INTEGRATION BETWEEN SECONDARY AND SUPPLEMENTARY EDUCATION // Pedagogical Review. 2016. Issue 3 (13). P. 116-123

The article provides the first presentation of the activity of the Centre for supplementary physical and mathematical education as a model of integration of general and supplementary education, which is implemented at pedagogical university. The article provides the models’ scheme, which is presented by the multilevel interconnections with schools and non-school partners. The article shows that the model provides the filling of the order for extracurricular activities and a spectrum of supplementary education programs. The work proves that the important elements of the model are the new approach to pre-service teachers’ practical training sessions; further education courses aimed at the creation of developmental educational texts, teaching and learning tasks, which provide the creation of variable and enriched educational space. The work shows that the model facilitates the achievement of relevant results by teachers and pupils in teaching and learning physics and mathematics, implementation of new networking projects in supplementary physical and mathematical education.

Keywords: physical and mathematical education, supplementary education, integration, school, centre for supplementary education

FORMATION OF CULTURE OF SEMANTIC READING AND ABILITY TO WORK WITH TEXT IN THE PROCESS OF APPLICATION OF COGNITIVE PROBLEM ACTIVITY // Pedagogical Review. 2020. Issue 6 (34). P. 52-60

At present, the education of schoolchildren has not solved a number of problems posed by the federal state educational standard. One of these problems is the inability of many young people today to work with information. To solve this problem, the standard provides for teaching of schoolchildren to semantic reading and work with text. In order for students to learn how to study independently and organize their lives, it is necessary to use information, which develops through semantic reading (SC). Currently, this is taught in the subjects of the humanities cycle, mainly in literature. Not all teachers understand the meaning of the midrange, the importance of developing the action of the midrange. Many people lack techniques to motivate them to master it successfully. The author analyzes the meaning of the concept of sematic reading, it is proposed to organize problem cognitive activity in preparation for semantic reading of elementary school students through the ability to ask questions. Then use this skill in the problematic organization of activities with students of the basic school when teaching how to work with text, in detail – text structuring, and then apply it in high school when using reflective reading. The proposed methods of organizing work with students on the gradual mastering of semantic reading give successful results.

Keywords: the ability to study independently, the ability to work with information, the concept of semantic reading, ways of developing an action, problem cognitive activity in formation

TEACHER, ORGANIZER OF THE MODERN SPECIALIST TRAINING SYSTEM IN THE FIELD OF SCIENCE, TECHNOLOGY AND EDUCATION // Pedagogical Review. 2021. Issue 3 (37). P. 9-18

This publication reflects the formation of a teacher, scientist and successful manager in the system of pedagogical education, Professor of Tomsk State Pedagogical University Vladimir Mikhailovich Zelichenko, who recently passed away. The author reveals its role in the development of additional physical and mathematical education of schoolchildren in Tomsk and its significant contribution to improving the level of training of modern teachers. It reflects his own growth as a physicist during his work at Tomsk State University and the Siberian Institute of Physics and Technology, organizational success in opening the second physics and mathematics school in Siberia, after Novosibirsk, for students, pedagogical views on teacher training and their implementation in practice at Tomsk State Pedagogical Institute, and then at the University. The main directions of scientific activity of V. M. Zelichenko are presented. He developed the theory of education, based on the evolutionary-synergetic paradigm, and applied issues of scientific and methodological support of physical and natural science education. In this direction, he developed new approaches to both the preparation of future teachers for teaching natural science disciplines, and to improving the qualifications of subject teachers. V. M. Zelichenko proved a number of minimal theorems as applied to excited states of atomic systems. He has constructed a unique technique for the minimax calculation of excited states. V. M. Zelichenko made a contribution to the study of the phenomena of photoionization of many-electron atoms. New approaches to the study of fullerenes are formulated.

Keywords: teaching physics at school, teaching physics at a university, training a physics teacher, a systematic approach to education