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1101 | The use of new digital tools in education requires a revision of pedagogical approaches and developing of new academic programs. The article discusses the most important direction of Russian education, its features and degrees of digitalization to transform learning process. The raised question is about finding new ways of organizing pedagogical practice. One of these ways is pedagogical design that allows creating educational products to improve the quality. The author analyzes the experience of using pedagogical design in Russian and foreign universities. The definition if classified as a process, a branch of scientific knowledge and technology by various authors in the pedagogical literature. The author deduces the definition of pedagogical design as an innovative way to design educational programs and courses. The lists of model and features are emphasizes to be paid attention to by the developers of programs and courses. In addition, the article notes the basic principles for creating competitive educational programs and courses in the context of the modern educational paradigm. The potential of pedagogical design is revealed in modern conditions of educational digitalization. An analysis is made of the students’ learning activities, corresponding to the nine steps of R. Gagne’s learning and their combinations when building a training course. Examples are given on the material of the training course “Foreign Language” for students majoring in Law. In conclusion the author highlights the role of pedagogical design as a major factor to organize successful teaching and learning. Keywords: digital transformation, education process, pedagogical design, pedagogical models, designing, learning activities | 57 | |||||
1102 | The article aims to present the results of the study of the characteristics of the avoidance strategy as a coping behaviour, as a way of resolving conflicts, and as a model of decision making. The battery of tests includes the Amirkhan dominant Coping Strategies Identification test (CSI), the Thomas-Kilmann test of predisposition to conflict behaviour (TKI), the Melbourne Decision Making Questionnaire test (MDMQ), D.A. Leontiev Life-purpose orientations test (LPO). Sample size was n=70. Testing was conducted simultaneously among two groups of male students receiving a legal education. The first group consisted of 18-year-old students of 1-2 years of study (n=34). The second group consisted of 22-year-old students of 4-5 years of study (n=36). It was found that 22-year-old students are more prone to es-cape stressful situations. However, they are less inclined to an avoidance strategy in conflicts-to-avoiding when choosing in uncertain situations. At the same time, they demonstrate a greater degree of flexibility of behaviour in stressful, conflict situations and when choosing in conditions of uncertainty, as well as greater comprehension of the system of life goals than 18-year-old students. According to the authors of the article, this is due to the high level of development of the image of the professional world due to the higher level of mastering the chosen profession among 22-year-old students completing their studies, compared to their younger colleagues just starting vocational training. Keywords: avoidance, coping strategy, conflict behaviour, decision making, life-purpose orientation | 55 | |||||
1103 | The article is devoted to the problem of development of the pedagogical system of a modern kindergarten in the context of openness and innovation. The synergistic effects of interaction with partner organizations are considered - improving the quality of education, the level of professional development of teachers. The essential characteristics of the concept of «open pedagogical system of a preschool educational institution» and its components are presented: the content of education, the role and functions of a teacher, an innovative educational environment, as well as a study of the readiness of teachers to create an innovative educational environment, building an educational process that takes into account the views, initiatives of the child, and the parent is included as a co-teacher and an equal participant in the activity. The material was a survey among educators of MADOU № 13 in Tomsk, educators-listeners of advanced training courses «Modern technologies in the professional activities of an educator» as part of the implementation of an additional professional program on the basis of the Tomsk State Pedagogical College, 3rd year students of the Tomsk State Pedagogical College studying in the specialty «Preschool education» with the qualification «Educator of preschool children». The results of diagnostic work to identify the difficulties of educators in working in an open pedagogical system became the starting point in the development of a modular program for the development of a teacher-educator, including progressively more complex educational tasks and an action plan to eliminate the deficits of a particular teacher. The article emphasizes the importance of new trends in the development of a modern kindergarten, associated with the revision of the system of preschool education. It is concluded that only a dynamic open pedagogical system of a modern preschool institution is capable of ensuring harmonious education and diversified development of the child’s personality. Keywords: kindergarten, preschool, development of professional competencies, intellectual education, open pedagogical system, components of an open pedagogical system, preschool education, innovative educational environment, individualization of educational activities | 53 | |||||
1104 | The scientific discourse of modern post-non-classical psychology is characterized by overcoming monodisciplinary language in describing the multidimensional phenomenology of human existence and those practices through which a person constitutes his subjectivity and reproduces a meaningful, human way of life. Such anthropological practices include thinking and art, which make it possible to continuously complete and transform the picture of the world (both at the level of the individual and at the level of social consciousness). A work of art, from the position of the author of the work, is not only a means of aesthetic transformation of reality, but also a symbolic expression of life itself, concentrated and aesthetically loaded with the thought of her. Reflecting on the aesthetic and conceptual aspects of a work of art, a person receives unique opportunities: to reveal the meaning of non-obvious sign-symbolic correspondences between the events of his own life and their artistic equivalents; productively rethink the individual way of being, overcome the inertia of everyday rationality. The article reveals and receives theoretical justification for the functional connection, phenomenological proximity, and mutual reversibility of thinking and art. In both practices, a certain unity of affect and intellect, concept and metaphor, fantasy and common sense is revealed. Thinking is an internal moment of any artistic creation, but it, in turn, receives an intentional impulse from the same noetic, motivational sources as art. The similarity of the dynamics of mental search (especially its first phases) with the dynamics of the artistic act is shown, as well as the inclusion of specific emotional states in both processes. An integral link between the mental and artistic act is imagination, the main function of which here is to defamiliarize things and undermine established ways of constructing meaning. The author, using the example of the relationship between the central and implicit parts of scientific theory, reveals the phenomenology of the “breakthrough” of human creative thought beyond the boundaries of routine mental activity. This effect is a consequence of the repeated collision of established methods of conceptualization with fantasy anomalies that the imagination produces, thereby opening up an alternative search for eidetic and symbolic solutions. Keywords: thinking, thought, mental search, art, artistic act, imagination, meaning | 52 | |||||
1105 | The problem of using graphic techniques of working with text in geography lessons is considered. The history of the development of techniques of working with text is described. The legal documents have been studied, which determine the importance of the formation of students’ skills to work with the text, including its graphical representation. The content of school geography textbooks is analyzed for the presence of tasks on working with graphic material in them. The graphic techniques of working with text (“Summary of paraphrases”, “Main thoughts. Terms and concepts. Questions on the topic”, “Denotational graph”, “Venn rings”, “Fishbone”, “Cluster”, “Logical reference notes”, “Mental map”) are described based on the material of different courses of school geography, with examples of tasks performed by pupils. The results of the survey of students on the assimilation of educational material through the graphical representation of the text are analyzed. It is concluded that the use of graphic techniques of working with text in geography lessons contributes to a deeper understanding of it, the development of imagination, the ability to systematize and classify, and to identify cause-and-effect relationships. The purpose of the article is to describe graphic techniques of working with text in geography lessons. The conducted survey of pupils shows interest in these techniques. The results are expressed in the justification of the need to develop students’ skills of the graphic representation of the educational text and introduce it into the educational practice of educational organizations. Keywords: functional literacy, semantic reading, graphic techniques of working with text, logical reference notes, universal learning activities, critical thinking development technology | 50 | |||||
1106 | The relevance of the problem is due to the importance of identifying the relationships between integral personality characteristics that describe typical human behavior profiles. Such characteristics include Dark (Machiavellianism, narcissism, psychopathy) and Light (faith in humanity, humanism, Kantianism) personality triads and psychological capital (self-efficacy, hope, optimism, stability). The purpose of the study was to identify the features of the relationship between the features of the Dark and Light personality triads and the parameters of psychological capital. In total, 103 students of Cherepovets State University, aged from 17 to 22 years (average age – 18.3 years), took part in the study. Specific methods were: the Russian-language version of the questionnaire of the Dark Triad by D. Jones and D. Paulhus, adapted by M. S. Egorova, M. A. Sitnikova, O. V. Parshikova; the questionnaire of the Light Triad of personality, developed by S. B. Kaufman, D. B. Yaden, E. Hyde, E. Tsukayama; the Russian version of the questionnaire by F. Luthans, C. M. Youssef and B. J. Avolio to identify the parameters of psychological capital in the adaptation of V. G. Maralov, M. A. Kudaki, O. V. Smirnova. The Pearson linear correlation coefficient was used as a mathematical treatment. As a result, it was found that only narcissism, which positively correlated with self–efficacy, hope, optimism and stability, was positively correlated with psychological capital and its individual parameters from the traits of the Dark Triad, and from the traits of the Light Triad - faith in humanity, which turned out to be associated with self-efficacy, optimism and stability. In addition, a positive relationship between humanism and optimism was found. The obtained results make a certain contribution to understanding the problem of the relationship of integral personality characteristics with each other, can be used in the work of curators of student groups, as well as in the activities of psychological services of universities. Keywords: Dark Triad, Machiavellianism, narcissism, psychopathy, Light Triad, faith in humanity, humanism, Kantianism, psychological capital, self-efficacy, hope, optimism, stability | 46 |