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501 | This article deals with the problem of forming different levels of reading skills. Reading competence is highly demanded in both mother tongue and foreign language. Acquiring reading competence is a difficult, multi-level process that needs a lot of attention in the classroom. Reading involves not only the ability of the correct sounding of the words but also understanding of the given ideas. In the given article, the authors have attempted to summarize practical knowledge of forming reading skills of the high school students. Reading module of the State Exam in the English language needs a lot of pre-exam practice, so the use of special techniques is required. The article includes example tasks which can be used in teaching practice both whilst regular classes or preparation for the Reading Module of the State Examination. Recommendations of doing the exam tasks of the chosen module are given and explained. The article demonstrates the examples of pre-reading and while reading tasks. It is obvious that skill of filling the examination blanks is demanded and should be formed whilst preparation practice. Forming of the reading skills is highly important not only within the pre-exam practice, but helps to ensure firm motivation for the further development of the reading competence. Keywords: reading, reading skills, reading competence, State Exam, reading tasks, recommendations, senior school students | 686 | |||||
502 | This issue is a new challenge that is being actively dealt with within the context of the domestic education. The relevance of the given issue is conditioned by the following set of reasons: demand of the contemporary society to develop new sources of education which consequently include establishment of new educational technologies providing necessary competence for the adjustment by schoolchildren to the modern world; incomplete presentation of the research of challenges in the field of startup of digital learning platforms including technologies of its efficient implementation in the system of general education. The purpose of the article is to present a draft of the developed author’s digital educational platform with the specific goal of ensuring the planning and implementation of educational paths for schoolchildren. The draft model is designed in line with the following components: schema of the assembly of educational contents of the platform based on the combination of regional resources; structures of platform architecture – navigation, virtual workspace, section of opportunities; digital profile of a schoolchild competencies as a key element of the platform; technologies for planning and building educational pathways of schoolchildren. Theoretical value of the research: systematized concepts of a digital platform, justified approaches and basic principles for using the potential of a digital platform; means of an efficient implementation of new educational technologies of online education. Results of the conducted research can be used by administration, teachers and workers in the field of general education. This will assure forceful creation of schoolchildren individual learning pathways, and it is therefore undertaken while taking into account resources of the regional socioeducation environment including demands of the economy and regional labor market. Keywords: Digital learning platform, planning technology, educational pathway, schoolchildren integration, vocational guidance, online education | 686 | |||||
503 | Math anxiety (MA) is a feeling of fear, worry and discomfort when working with numerical information. Students with a high level of math anxiety tend to avoid mathematics and further study in areas where mathematical knowledge is required. This leads to a shortage of applicants for technical and natural sciences. The development of MA can be caused by: poor mathematical skills, genetic predisposition, socio-environmental factors. In fact, some of the same genetic and environmental reasons affect both math ability and math anxiety. This paper discusses such methods of MA regulation as: expressive writing, reappraisal, relaxation, meditation, mindfulness, art therapy, bibliography, music therapy, and psychophysiological methods (i.e. transcranial stimulation). The effects obtained by these methods, its implementation, as well as potential applications in terms of their effectiveness and reliability have been covered. The studied methods have practically not been tested on Russian samples. Therefore, their further study and experimental verification are required. Regulation methods also require testing in real conditions of the educational process. The new reality of blended and online learning could trigger math and academic anxiety. It is important that some of the proposed methods can be indirectly applied to other types of “academic anxiety” (anxiety caused and experienced by students for other specific discipline). Keywords: math anxiety, STEM, methods of reregulation | 685 | |||||
504 | The article considers the problems of the crisis of humanitarian knowledge in higher education. This crisis is accompanied by an increase in the pragmatic motives of professional choice, when obtaining education is reduced to achieving material well-being or career growth. An alarming trend is the dehumanization of education. At the same time, the prospects for higher education development are inseparable from the notions of the priority of humanitarian knowledge due to its fundamental nature. The authors prove the position that the content of education should include everything that leads to the understanding of higher education as a process of creating cultural values, including spiritual, moral, aesthetic, material values. The study highlighted a number of features that modern teaching methods of the humanities should answer in universities. These signs are summarized in the article. The study also highlighted the principles necessary for the selection and structuring of the content of humanitarian education (the principle of historicism, etc.). Performance indicators for the development of humanitarian knowledge are also presented. It is concluded that the development of humanitarian knowledge provides ample opportunities for comprehensive and productive communication with the outside world and creative practical work. Keywords: higher education, humanitarian knowledge, the content of education, principles of development, teaching methods, educational environment, student, educational dialogue | 681 | |||||
505 | The article reviewed the research on informatization of education in Russia. The research presented in the article was conducted in the past decade. The author presents and substantially addressed the work of scientists who have researched and created the scientific models, including the use of information resources in training and education. Particular attention is paid to systems of information in the regions and various strategies of education informatization. The author reveals in the text different scientific approaches to solving urgent scientific problems in the field of education informatization. The article argued continuation of current scientific research regarding the use of information and communication technologies in educational process. Keywords: research, information, models, approaches, competence | 678 | |||||
506 | Psychological and pedagogical security is an essential criterion as applied to the educational environment. With regard to a higher education institution, such security includes many aspects and is largely determined by social and psychological environment within an academic group. The use of sociometry-based methods is necessitated by the difficulty of carrying out the adequate assessment of social and psychological environment within academic groups and the availability of negative factors, such as chronic conflicts, mobbing, bulling and dignitary harm. Original method for processing the primary data received at the result of sociometric approach is provided, which is realized as process tool (computer program) enabling the variation of surveying regimes and generate (after the survey results have been processed) any kinds of data, i.e. quantitative characteristics representing the social and psychological situation, as well as interactive group chart. The examples are given, how to apply the following methods of interpretation (processing) of primary data: scree test, mathematical theory of limits and graph theory. The method may be applied for social and pedagogical monitoring, development of psychological assessment tools for studying interpersonal and intergroup interaction of the members of educational environment, as well as for the development of information-and-probability models of behavioral pattern of a student group provided any changes of conditions. Keywords: academic group, sociometry, security, risks, mathematical methods, conflict, computer program, assessment, educational environment | 678 | |||||
507 | The question of the organization of independent work of future lawyers studying in higher educational institutions of the Ministry of Internal Affairs system is considered. Independent work is defined as one of effective means of development of thinking and the intellectual field of activity. This type of work allows to teach cadets and listeners to work with the training material and scientific information consciously. Readiness is understood as the general psychophysiological state which provides updating of potential opportunities of the personality and is expressed in the mindset to independently carry out the set educational and professional tasks. The psychology and pedagogical technologies allowing to form readiness of students for independent training are indicated: determination of prospects of self-development of a student, drawing up the individual development and training plan (a teacher in this case acts as a tutor), a method of projects, the organization of webinars or any other forms of active interaction for explanation of methods of work with scientific research, Internet resources, teaching aids. Realization of the specified positions allows to update representative abilities of students. Keywords: readiness, readiness formation, independent training, self-formation, vocational education, method of projects | 678 | |||||
508 | The article deals with the problems of implementation of formative assessment in secondary educational institutions and proposes their solution. Formative assessment is able to solve the problems facing the assessment system focusing on the quality of process of students learning outcomes and acquiring skills for “lifelong learning”. Formative assessment has been implemented slowly and inefficiently for more than a decade. Identifying and analyzing the reasons for the difficulties of implementation and finding the ways to overcome them is the aim of this research and determines the relevance of the theme. Theoretical and practical methods of research were used to achieve this aim. A large number of difficulties have been revealed. Some of which have been indicated by teachers participating in the program. The obtained data allow us to divide all mentioned problems into 3 levels depending on the possibilities of their solutions. It is noted that teachers solve them at the first level “classroom” but without the support at the “school” and “out-of-school” levels the process of formative assessment is discrete, fragmented or even impossible. Introductory training workshops at the “workplace” have been developed and proposed to conduct as the first step in the program of implementation of formative assessment in the educational process. The seminars (workshops) are divided into theoretical and practical parts; questions for discussion and duration of conducting vary depending on the preparedness of the audience. At the end of the workshops, teachers have initial necessary knowledge to start practical activities of formative assessment. The author emphasizes the necessity to introduce sections (or to expand them) about this type of assessment at teacher training courses and in programs of discipline about teaching methods to build a system of training teachers who own a new philosophy of assessment. Keywords: formative assessment, difficulties of implementation, teacher training, levels of problem solving, training workshop | 677 | |||||
509 | The article discusses the training for bachelors. This training can be carried out on the basis of the linguocultural training model. The author defines theoretical and methodological approaches, principles and components of this model. The article presents the information on the blocks and components of linguocultural proficiency building at a higher educational establishment. For the modern development of education, the main determinant is the transition from an educational paradigm of education to a cultural one. As a result, there is a demand that pedagogical activity must conform to the characteristics of a modern multicultural society. In addition, it is necessary to take into account specific features of different cultures and cultural tolerance in the model of modern pedagogical education. The materials of the Recommendations of the Council of Europe Committee of Ministers call for the development of a variety of languages and cultures, the prevention of mutual misunderstanding and language barriers in intercultural communication and the adoption of a broad cooperation dialogue as a priority. The legal and regulatory framework of the Russian education also reflects the modern requirements of society and defines the tasks that should be addressed in the systems of education and vocational and pedagogical training in the language sphere. For future teachers, one of the main aims of the training is to develop their ability to participate effectively in vocational guidance intercultural communication. Future teachers should teach such communication effectively. This model is a condition to create an internal driver of internationalization in a higher educational establishment because it is a linguocultural environment. Keywords: linguocultural training, linguocultural proficiency, the building of linguocultural proficiency, the model of linguocultural proficiency building for bachelors, internationalization of educational activity | 676 | |||||
510 | The article justifies the social significance of the problem being solved. It is noted that changes in all spheres of society change the attitude of people to time, influencing their temporal orientation and perception of the event content of their lives. Special attention is paid to students as a change-sensitive group. Concepts and notions are described, on the basis of which empirical research of relation to time was planned and carried out. As a result of empirical research, it has been proven that students with a high level of optimism are oriented towards the future. In terms of content, the ratio to time is distinguished as dense, bright, colored, volumetric, wide. At the same time, the past and the present are still continuous, present and future active, large, deep and open. A group of students with low levels of optimism are also focused on the future. The content of time this group described as colored, the past characterized by depth, irreversibility, the past and the present felt, but the present adds reality and just as the future it is open. The future is active, joyful, dense and voluminous, but negative characteristics are added here in the form that the future is incomprehensible, volatile and wide. The results of empirical research were summed up. Promising directions of further research are identified. Keywords: student, time attitude, past orientation, future orientation, present orientation, semantic universals of time orientations, optimism | 676 | |||||
511 | The article deals with the specifics of the organization of project activities in primary school, as a person-oriented technology that combines various approaches, methods, and techniques. The characteristics of the main difficulties that arise in the process of organizing project activities, which consist in the inability of younger students, due to psychological and physiological characteristics of development, to act independently and the desire of teachers to give direct instructions, to suppress and restrain the initiative of younger students, are given. The most significant factor in the process of organizing project activities with younger schoolchildren is the use of a creative, personality-oriented approach to the student’s activities due to the fact that the implementation of each project involves the student’s and teacher’s cooperation, their co-creation and joint research inquiry. The main project skills are identified and characterized, the formation of which indicates the possibility of successful organization of project activities with younger students. The results of a study to identify the level of formation of design skills in second-graders (search skills, communication skills, skills and working skills in collaboration, reflective skills, organizational and practical design skills) are presented. An experimental study was carried out in an educational process in preparation for the organization of project activities and the implementation of various diagnostic tasks. Keywords: research project, project activity, project task, project skills, cooperation, research search, primary school student | 675 | |||||
512 | The article considers the issue of the importance of cross-cultural competence of the subjects of the educational environment. It examines the socio-cultural and language barriers within cross-cultural situations, determines the difficulties experienced by the communicants and their preparedness level to communicative interaction. Authors note that the crosscultural situation occurs not only during communication of the representatives of different nationalities, but also when teachers communicate with children of migrants, with students of different religions, with children with special educational needs. The article presents the results of a survey of students of the Mari State University concerning their readiness for communicative interaction in conditions of a cross-cultural situation. The University has students of the Mari, Russian, Tatar, Chuvash, Georgian, Armenian, Chechen, Udmurt, Bashkir and other nationalities, as well as foreign students from India, Tajikistan, Turkmenistan, Egypt, Hungary, Finland, and other countries. All of them exercise different religions (Christianity, Islam, Buddhism, Hinduism, Paganism, etc.), so they are guided by their own rules of communication and adhere to their values. The results of the survey show that as the main and first difficulty foreign students name the language barrier experienced by them when they come to study in another country. They also mention social and cultural differences, which render communicative interaction difficult. The article presents quantitative and qualitative indicators of high, medium and low levels of readiness for communicative interaction in a cross-cultural situation. Keywords: educational process, cross-cultural situation, teacher, student, communication, interaction, ethnic group, foreign students | 674 | |||||
513 | The most important competence of the teacher – ability to sense-generating activity is considered. The meaning-generating activity of the teacher is analyzed as an effective condition for the organization of educational influence on the personality of the student, its developing potential and possibilities of use in the school system are presented. Possible means and forms of realization of the meaning-generating activity of the teacher for the development of moral consciousness in students are considered. The transforming activity of the teacher is analyzed as a means of constructing educational forms of work with students in order to form their experience of moral behavior, the specifics of its content is discussed in accordance with the age characteristics of the student. The possibilities of implementing the educational activities of a teacher through the use of imaginative means in the educational activities of students are analyzed. The meaning-generating activity of the teacher is presented as a way to implement the educational function of learning in the classroom activities of the student, which contributes to the integration of natural science and Humanities. It is concluded that the meaning-generating activity of the teacher in the school education system contributes to the expansion of the space of educational influence on the development of moral qualities of the student’s personality and the development of aspirations for moral behavior. Keywords: moral education of personality, sense-generating activity, values, meanings, transforming activity, schoolchild | 671 | |||||
514 | This article describes the positive experience of the implementation of the regional career guidance event “Career Days at TSPU” (hereinafter referred to as the Event or Career Days at TSPU), which is one of the forms of promoting professional self-determination and employment of students of Tomsk State Pedagogical University. The key idea of this Event is to create a platform for meetings of employers and young specialists – graduates of TSPU and receive the latter, in the process of direct communication, specific information that motivates the development of a professional (pedagogical) trajectory. The paper describes the stages of the “Career Days in TSPU”, which were developed taking into account the understanding of employment as a process of finding suitable work, preparing for it and applying for this work: the first stage is the practical training “Resume Writing”; the second – inter-faculty events “Professional Navigator”; the third – meetings of senior students with the heads of municipal education authorities of the Tomsk region; the fourth stage is an open general university event “Fair of Pedagogical Vacancies”. The article also presents the principles of implementation (multi-entity, regionality, activity, individualization) and a key mechanism for implementing the Event, which is the interaction between the employment assistance department of the TSPU and the career guidance council, which includes representatives from all faculties of the university. The organizational, regulatory, methodical, informational, and staffing support for “Career Days at TSPU” is carried out by the administrative interaction of these structures. The article completed the presentation of the results of the implementation of the “Career Days in TSPU” for the 2017–2018 academic year, which is based on the opinions of the participating students. Keywords: career-oriented event, professional self-determination, employment | 670 | |||||
515 | In modern Russia, a new educational paradigm is changing: a person, his interests and needs, potential opportunities and abilities are the focus of attention of researchers and practical teachers. The changing priorities of Russian education, its structure and content with the introduction of new educational standards, including the professional standard “Teacher” aimed at changing the role of “translator” of knowledge in professional activity of a teacher, the future expert on the role of mentor, partner, companion. In this regard, the status of education is updated, new requirements are made to its level and quality. The results of the work Program of the discipline «Innovative technologies in pre-school education» for students of pedagogical Universities are presented. The implementation of the Program sections in the structure of its content ensures the effectiveness of students’ development of innovative activities, its stage-by-stage processes during lectures, independent classes, and the use of active learning methods, which forms their confidence, mobility, creativity, and positive interaction in the conditions of professional readiness. The results of the study indicate the effectiveness of the content of this Program, which is confirmed by the active participation of students in the course of pedagogical practices on the basis of a preschool educational organization, their independent development of innovative projects, events, miniprograms for preschool children. The actual result of the Program implementation is the presented process of complex readiness of future specialists of preschool education for innovative activities and professional development. The materials of the article can be used in the practice of departments that train future specialists of preschool educational organizations in the system of secondary and higher professional education. Keywords: innovative activity, innovative process, professional training, innovations, readiness for innovative activity, future teachers of preschool education, professional and pedagogical education | 670 | |||||
516 | Within a currently relevant competence-based approach, some aspects of the formation of professional competencies of future physics teachers when studying the course Theoretical Physics. Module: Classical Mechanics» are considered. This discipline is a fundamental component of the theoretical training of the teacher-physicist and plays the role of a knowledge basis, without which the successful activity of a physics teacher is impossible. Physics studies the general laws of the phenomena of nature, the properties and structure of matter, the forms of motion of matter and their mutual transformations. Theoretical Physics is given a primary place in the formation of the natural scientific world outlook and a holistic picture of the world, in addition, it contributes to the development of scientific thinking among students. Formation of professional competencies in students occurs in the process of studying a specific topic of Classical Mechanics: «The Lagrange function. Euler-Lagrange equations». In the study of General Physics, a course preceding the study of Theoretical Physics, in considering the dynamics of mechanical systems, Newtonian mechanics is used, which is based on Newton’s laws and Galilean’s principle of relativity. In the course of Theoretical Physics, equivalent formulations of Classical Mechanics are given – the Lagrangian’s and the Hamiltonian’s formalisms. In this paper, we consider the interrelation of Newtonian’s and Lagrange’s mechanics on the example of three variants of the plane flat balance problem. Keywords: professional competences, training future teachers of Physics, teaching Classical Mechanics, Lagrange function | 669 | |||||
517 | The article deals with the question of interaction of the project technology and the development of foreign language communicative competence as an important factor of training specialists in various areas. In the modern interpretation of its functions a foreign language is considered as an instrument of cross cultural communication as well as a tool for international professional development and carrier growth of specialists. The main problem in the study of foreign languages is still a technique of its teaching. European standards prefer a student-centered approach involving the formation of communicative competence with the linguistic, discursive and social-cultural components. The project work in English language teaching promotes its implementation. The project method involves the use of a wide range of problematic, research and search methods focusing on a real practical result that is meaningful to students. This educational technology has a number of benefits including purposeful language use and increased student involvement and responsibility, add extra motivation for learners, let to use their language skills in a new and challenging way. The article considers the conditions of project work organization with students of a technical university. The advantages of using project technology in the context of new educational standards are discussed. The examples of a few concrete project applications are offered. Keywords: project technology, competence approach, educational standards, foreign language training at technical university | 668 | |||||
518 | The relevance of the design and implementation of new technologies and means of organizing the educational process of additional education is generally recognized, including at the level of state educational policy. The degree of study of this topic lags far behind the demands of pedagogical science and practice. The analysis of new technologies and teaching aids in the system of additional education was carried out on the following issues: the sufficiency of the regulatory and legal support for their implementation and use; examples of modern and effective practice of implementing new technologies and teaching aids in the sector of continuing education; features of new technologies of additional education in the traditional scheme of pedagogical technologies and the identification of their potentialities in the process of the gradual formation of significant competencies of children; determination of the list of the most relevant new developing technologies; conceptual provisions of new information technologies when using a computer as a teaching tool, including in the formats of digital educational platforms; comparative analysis of the use of new technologies and teaching aids with traditional technologies and the manifestation of their effectiveness and relevance in the context of a new technological order. The problems of entering the educational environment of new pedagogical technologies and teaching aids are analyzed, as well as the severity of the problem of the discrepancy between traditional pedagogical technologies and production technologies that are already being implemented in modern industries of a new technological order. The substantiation of the features of technologies of additional education are offered. Keywords: New technologies and learning tools, regulatory and legal provisions for the technologies and learning tools, classification of pedagogical technologies and learning tools, information technologies, conceptual framework for new information technologies | 668 | |||||
519 | Within the framework of the regular “Winter School of Teachers”, organized by Yurait Publishing House in late January 2020 and held in the webinar mode, the main trends in higher education were discussed, more than thirty reports were presented on the most relevant topics: continuous learning, SoftSkills, creative thinking in solving tasks (trend – universal skills and competences in the fourth industrial revolution); elimination of digital inequality, total digital literacy, digital transformation of the consciousness of educators (the trend is the digital educational environment); new pedagogical roles (tutoring, pedagogical design, etc.), the transition to project-based education with a focus on interdisciplinarity, the transformation of the academic space, the changing role of libraries (the trend is mass personalized learning (student-centered); qualitatively new digital educational and methodological complexes, content sources: open resources, EBS, MOOC, educational platforms, digitalization of educational heritage (the trend is digital educational and methodological complexes); adaptive training and assessment, portfolio of achievements, transformation of goals and testing methods (trend – evaluation of educational achievements); voice assistants and chat bots, adaptive selection of training materials, AR, MR, VR and panoramic video, gaming computer practices (trend – artificial intelligence and VR technologies in education); projecting, data protection (trend – information security); pedagogical research using Big Date, psychometrics and digital footprints, ratings of digital information as a new reality (trend – research and data analytics). As part of this review, we dwell on individual trends, topics and reports Keywords: trend, education, universal competencies, skills, digital educational environment, mass personalized training, digital educational and methodological complexes, digital ecosystem, tutoring | 665 | |||||
520 | Fundamental importance for the development of thinking of a teenager, his intellectual education has the formation of concepts. Organization of training aimed at taking into account the laws of the process of formation of conceptual thinking is relevant in the methods of teaching natural sciences. Knowledge at the conceptual level is the knowledge of some sets of features of the concept (identification of features of the concept; establishment of the presence or absence of a certain feature in a given mathematical object; construction of objects with these features, etc.). The nature of each individual concept implies the existence of a certain system of concepts, beyond which it can not exist. Formation of the concept includes the construction of the content of education, aimed at establishing links between concepts. Establishment of a variety of relationships between concepts is especially important in the study of such a fundamental concept of mathematics as “function”, as this concept helps to identify the mutual connection and conditionality of different phenomena. Investigations show that this role of the concept of function is not always realized. Therefore, we need special educational texts that would create conditions for establishing links between concepts at each of the phases of the process of formation of the concept of “function”: motivation, categorization, enrichment, links. The motivation phase is “text – establishment of inter-subject relations”, motivating the search for a new concept that would allow to combine externally dissimilar, different situations, to find approaches to their study. Phase categorization – “text – encoding information, text – establishment of generic-specific relations, text - focus-example”, “text – relationships-mapping, analogy.” The phase of enrichment “text – establishing interdisciplinary connections, text –signs, concepts, text – systematization of concepts.” Transfer phase - “text – intra-subject links”, “text – concept application”. The knowledge of the typology of educational texts, contributing to the establishment of links between concepts in the study of “functions”, creates conditions for improving the quality of the study of this concept, for the formation of universal educational actions of various blocks. Keywords: teaching text, function, phases of concept formation, genus-species relations, classification, operation of the recognitions, inter-subject links between concepts | 664 | |||||
521 | An analysis of the concept of perceptual modality is given. The characteristic of personality types on the basis of leading modality is given: the visuals, who perceive most of the information through vision; the audials that receive information through the auditory channel and sound is dominant for them; the kinesthetics that perceive most of the information through the touch and other sensations. Features of the presentation of educational information for students of different psychotypes during the conducting lessons on the generalization and systematization of knowledge in the course School Chemical Experiment were considered. The results of testing are given to determine the type of perceptual modality, on the basis of which three groups of students are formed. Three classes have been developed and conducted on the following topics: Initial Chemical Concepts. Hydrogen; Oxygen; Nitrogen and its Compounds. Phosphorus. These classes are different forms of presentation of educational information and the organization of their conduct. Diagnostics of students’ knowledge was carried out in order to determine the quality of mastering educational material on the topics studied. The attitude of students to the use of different forms of presenting information in the classroom based on the results of reflection has been determined. Keywords: perceptual modality, audials, visuals, kinesthetics, forms of presentation of educational information, features of perception of information by various psychotypes, school chemical experiment | 662 | |||||
522 | The article suggests the complex methodological approach to translation of a literary text. It includes hermeneutical method of text analysis, the theory of modifications in translation and the tools of comparative linguistics. This approach can provide guidance for solving problems of interpretation of literary source texts and target texts. It enables a reader, a translator, a researcher to achieve an in-depth understanding of meanings and the original messages. The idea of the complex approach to the literary text translation comes from the fact translation is a complex phenomenon itself. Nowadays nobody has doubts about its interdisciplinary character. Translation is defined not as a mere interaction of the two languages, it is influenced by a great number of extra-linguistic factors. To illustrate the theory the author analyses the episode from M. Bulgakov’s «The Master and Margarita» and the ways its meanings are conveyed into the two target texts in English. The novel is a masterpiece. Every generation of readers, translators, researchers reveals new meanings of it, without coming to the final unambiguous interpretation. The translators understand and interpret the original text messages differently. Their understanding and the choice of translation strategies depend on the potential of the target language, the time and social cultural context, the stylistic norms and standards, earlier experiences, personal background knowledge and preferences. The text of the literary work is therefore open for alternative interpretations, which prolong its life. The results can be useful for anyone interested in the text based research and literary translation. They can be applied to the academic course on discussing, interpreting and translating of literary texts as well. Keywords: literary translation, hermeneutical approach in translation studies, translation strategies, modifications and transformations, text messages | 661 | |||||
523 | The article is based on the idea of the socio-psychological nature of gender and contains information on the mechanisms of gender socialization (formation of images of femininity and masculinity) with the help of such agents as family, school, mass culture and literature. The traditional Russian, Soviet and Western types of femininity and masculinity are characterized and tendencies of feminization of public space are noted, as well as coexistence of both traditional, and egalitarian gender models in modern Russian culture. The unique rank of Russian femininity are identified in comparison to Western European femininity. Its origins, first, in Russian folklore, where the image of the wise virgin is vividly represented and then migrates to literature, and secondly, in religion (in Western culture the image of the virgin Mary, Madonna is sung and gives rise to a courtly culture, in Orthodoxy the aspect of motherhood of the mother of God is more important). Femininity in Russian religious philosophy, in contrast to ancient and Eastern philosophy, is associated with divine wisdom, and not with the dark and chaotic. These trends also exist in the literature. The article provides an overview of works by Russian and foreign authors, traditionally included into course syllabi at Russian schools (5-11 grades) and act as the agents of gender socialization. They portrey the image of a strong, self-sufficient and integral Russian woman, while men are depicted in different ways, often hesitating, unable to cope with the test of love. The image of a femme fatale is not typical for Russian culture and literature, as well as the image of a male knight. The paper drew attention to the difficulties in describing of Russian masculinity as portrayed in literature outside the military-Patriotic context. At this time, genre literature draws more unambiguous images of men, but contributes to the formation of gender stereotypes, so there is a problem of selection of texts with positive examples of masculinity. Keywords: gender, gender identity, gender roles, gender socialization, gender stereotype, femininity, masculinity | 661 | |||||
524 | The difference in interpretations of definitions “sex”, “gender”, “sexdifferenceated”, “gendering” approaches, “traditional” and “egalitarian” directions in interaction of representatives of opposite gender is marked. The definition “gender” is observed as a model of social relationship between people of opposite sex, witch characterizes interactions in a family, personal interactions and social interactions in the basic institutions of society. There are not only physical differences between a man and a woman, a boy and a girl, not only socially fixed features of manhood and womanhood, but also equality in realization of everyday necessities and social roles without differentiation into “male” and “female”. The problem of university preparing of the future music teacher for gender education in the frame of school subject is identified. It is necessary in the process of analyzing of music images of classical and modern art to pay attention to pointing out gender potential of creations at the lessons of analyzing of music forms, at the music-pedagogical practicums on forming of the models of the pedagogical situations, as well as in the period of pedagogical practice at school. The example of the analyses of the music creations with the pupils shows the possibilities of the music lesson at school in the education of the culture of feelings of boys and girls, culture of their interaction in the format of joint learning. Keywords: sex, gender, boys, girls, egalitarian directions, music lesson, models of manhood, womanhood | 660 | |||||
525 | A critical analysis of modern school textbooks on geography is given in the article. The analysis is related to the compliance of the Federal state educational standard of basic General education with the following requirements: methodological, psychological, aesthetic and hygienic. The presented positive aspects of geography textbooks were identified: wellbuilt methodological apparatus; colorful design, the presence of maps, schemes, diagrams, drawings; a system of questions and tasks aimed at organizing independent cognitive activity of pupils through the use of research methods; integration of physical-geographical and economic-geographical branches of geography. The authors of the article revealed the given below negative points in geography textbooks: simplification of scientific geographical information; insufficient description of physical-geographical processes in solving practical problems; lack of connection between the simplified theory of initial courses of geography and practical tasks that are given in Russian exams (the Basic State Exam and the Unified State Exam) in geography; incomplete reflection of the local history approach. Specific examples from existing geography textbooks were provided to confirm the established disadvantages. The national project «Digital school» was reviewed. This project suggests using geography textbooks in the educational process together with other teaching tools, including digital ones. Thus, the geography textbook plays an essential role in shaping the geographical outlook of pupils. In addition, textbooks contribute to the achievement of personal, metasubject and subject learning outcomes. Ways to modernize geography textbooks were defined based on the analysis of the state of Russian school geographical education, namely, the converting textbooks to digital format using interactive applications, videos, demonstrations of experiments and observations, electronic maps and electronic test tasks. Keywords: geography at school, teaching geographical disciplines, geographical education, individual approach to learning, geography textbook | 660 | |||||
526 | PERSONAL FACTORS OF TEACHERS’ SELF-REGULATION // Pedagogical Review. 2017. Issue 3 (17). P. 144-152 The analysis of literary data showed the relevance of the problem of the influence of various personal structures on the process of organizing and implementing an arbitrary human activity. Among the most important determinants of the formation of self-regulation, personal characteristics and structures of various orders are distinguished. Specificity of the activity of the pedagogical worker is such that the personal characteristics of the employee, along with his professional qualities, are one of the main tools for influencing the participants in the educational process and the factor that determines the effectiveness of professional activity. The ability to self-regulation of mental states are of particular importance in pedagogical work. The question of personal factors of self-regulation among pedagogical employees is considered. Provides a characteristic feature of the most important professional competence of a teacher, which is a conscious self-regulation of mental states and behavior, suggesting the study, the definition and development of the individual abilities, awareness of its resources. The results of the study of personality characteristics in their relationship with the individual style self-regulation are presented. In the context of our study, we formulated the assumption that successful professional activity of teachers is mediated individually – typological features of self-regulation of mental states. Multi-level personal factors of selfregulation of the subject of pedagogical activity are described. The differences in individual psychological characteristics with different levels of conscious self-regulation in the empirical group and representatives of nonsocionomy professions. The analysis of the factor structure of personal performance of teachers revealed the influence of the emotional and substantive aspects of the personality (irritability, balance, aggressiveness, emotional instability, anxiety reactions, acute stress conditions associated with the professional teaching activities) in the self-regulation of the teacher. The factor effect in subjects of non-national specialties is difficult to trace, because it is represented by a discrepancy between the structure of selfregulation and individual-typological properties, their contradictory relationships. The reasons for this discrepancy are due to weak correlations, professional differences, the specifics of socionic and non-social activities. Keywords: self-regulation factors, personality traits, emotional states, professional stress, anxiety, subject of pedagogical activity | 659 | |||||
527 | The article provides an analysis of the state of physical and mathematical training (PhMТ) of graduates of educational organizations, which indicates its low level and the need to establish mechanisms to improve the level of PhMТ, which is a prerequisite for improving the professional competence of young professionals. One of the primary aspects of PhMТ of students of professional educational organizations is the training of future college teachers of physical and mathematical disciplines at the stage of their training in a pedagogical university. The possible ways of their solution are indicated: clarification of the regulatory framework for the training of future teachers of physical and mathematical disciplines, taking into account World- Skills (WS) standards; study of the professional environment and professional competencies of their future students by students of pedagogical universities; comparing of WorldSkills competencies with physical and mathematical knowledge corresponding to these competencies; WS championships for future teachers. Taking into account the competencies of secondary school graduates in accordance with the professional standards of Federal State Educational Standards of Secondary Vocational Education (FSES SVE) top-50 subject to requirements of the international WS competitions in training future teachers for the secondary vocational education system, which makes it possible in principle to make the FSES 3++ training in the pedagogical areas of the higher education system professional competence of the teacher, is the key to the successful development of a modern high-tech economy and world leadership of Russia as a whole. Keywords: physical and mathematical training, students of a pedagogical university, secondary professional education, college, modernization of education, WorldSkills | 659 | |||||
528 | Currently, in the context of the Fourth Industrial Revolution, the information society and the digitalization of the economy, the importance of comprehensive training of a motivated applicant, capable of not only successfully passing the entrance tests, but also ready to study in the educational process of a modern technical university, is growing. Various ways of building the readiness of future students to study at technical universities demonstrate the new organizational structures of the pre-university, whose activities are aimed at career guidance and the implementation of educational programs of pre-university training (specialized engineering classes, preparatory courses, etc.). The article substantiates the features of preuniversaries, the mechanisms of their creation and functioning. In modern conditions, a pre-university acts as a system of selection, accompaniment and preparation of motivated students for university entrance, widely using not only subject preparation, but also developing research work of schoolchildren, creating conditions for immersing students in the culture, educational and creative space of the university during the period of schooling; an important feature of these models is the close interaction of educational organizations of general and higher education, the wide involvement of partners and employers in this work. The scientific novelty of the study lies in the substantiation of certain characteristics of the activities of pre-university students and similar innovative educational structures for working with applicants on the basis of universities, including: a) the creation of a system of specialized training for high school students with the optimization of the implementation of educational programs towards educational institutions of higher education while maintaining the traditional forms of pre-university preparatory courses; b) the organization and support of the process of psychological, intellectual, cultural preparation of a future student for studying at a university through various forms of participation in systemic educational and educational work of pre-university students and similar models; c) ensuring early vocational guidance and profiling of students in order to support the determination of the choice of further educational paths before moving to graduation class, etc. The theoretical significance of the work is associated with the study of various preuniversity models in modern higher education institutions, the identification and description of key aspects of the activity of these structures and models. Keywords: pre-university, vocational guidance, pre-university preparation, the process of admission to the university, work with applicants | 655 | |||||
529 | The studies of domestic authors that are available in modern scientific literature are presented, which provide an opportunity to summarize at a theoretical and methodological level the conceptual provisions related to the construction of psychological support. It is emphasized that psychological support is realized in order to ensure the psychological development of a personality in modern society, prevent the development of negative tendencies, and overcome the difficulties of personal growth. It is argued that the introduction of personality-oriented innovation technologies into the educational space is complicated by the rigid attachment of teachers to the historically established forms of organization of the educational process, the inability of educational systems to design and control the formation of the learner’s creatively oriented and self-developing personality. The genesis and phenomenology of psychological support of the subjects of the educational space is analyzed. Target reference points of the project activity of the psychologist for its direct implementation are highlighted. The models of the scientific and methodological management of the educational process, first aid, escort and personality development have been identified and characterized. The essential characteristics and mechanisms of psychological support are described as a basic trend that assists the personal and professional development of students. Keywords: personal developmental education, psychological support, professional development, self-development, existential problems | 654 | |||||
530 | The author considers the issue of the implementation of the continuity of preschool and primary education. Continuity is understood as the interaction between different levels of education. This interaction provides the development of children, enriching their knowledge and experience. It is based on taking into account the specifics of age, the leading type of activity, on the use of appropriate, effective for each situation means, methods, forms of pedagogical activity. The continuity of methods and means is aimed at establishing a smooth phased formation of the child’s learning activities and moving him from one educational level to another. The author analyzes the standards of preschool and primary general education from the perspective of the implementation of continuity. The analysis showed similarities in goals, in a theoretical and methodological basis (system-activity approach), in the structure, which allows us to determine the consistency of the content and methods of its implementation at the levels of preschool and primary education. An important mechanism of continuity is the search for cross-cutting, that is, relevant for different levels of education, technologies and methods. This requirement meets the project, which the author presents as an integrative activity, combining game, research, creative activities. The researcher presents the special results of the implementation of project activities in each age group and their relationship. Keywords: continuity of preschool and primary education, design activities of preschool children, design activities of primary school children | 654 | |||||
531 | The dynamic and multitasking character of the educational process in a tertiary institution implies the development and refinement of a knowledge quality evaluation system, which is based primarily on the school-leaving, entrance, or midterm examinations, as well as other assessment procedures being in practice in various educational institutions. In particular, the class of such procedures includes test checks, which, on the one hand, act as an effective tool, which expedites learning activities of foreign language students, and, on the other hand, reveals the level of their foreign-language competence. Testing results allow constructing a rating scale, which would demonstrate vividly students’ achievements in learning a foreign language. This paper presents a detailed description of the reading skill testing procedure used at the National Research University Higher School of Economics (HSE) in the international English language examinations in the CAE (C1), TOEFL, and IELTS formats, comparative analysis of the results demonstrated by students, and general and special recommendations, which are based on the choice of this or that reading strategy for successful passing of an international exam. The authors believe that monitoring of reading skills in the testing format proves to be rather successful from the viewpoint of evaluation of linguistic competence, since a test contributes to maximum intensification of a student’s intellectual activity and is a perfect tool for verification of other linguistic skills, which is demonstrated by the results shown by the students who pass the international exams. The paper includes generalized data about test duration, volume, structure, and contents of the tests, analysis of the structure and types of the tests in the above-mentioned examination formats, and a description of the tasks to be fulfilled by the testee in the testing process, which are correlated with the three modes (regimes) of reading and the specific features of information processing that are typical of each of such reading modes. The authors give special attention to reading for specific information and scanning, reading for gist or skimming, and reading for detail, since the skills in reading for specific information and scanning and in reading for gist or skimming should be formed by students with allowance for the foreign language teaching practice accepted at HSE, and the skills of reading for detail should be upgraded. A significant factor in the testing process is the time spent by students on the quality test performance. The novelty of the approach lies in the maturity level of reading skills of first- and secondyear students, found in the process of an examination based on the international testing methods. Such a way of assessment and monitoring is a significant step forward in the development of the methods used to monitor students’ academic progress and retention of educational materials. Keywords: testing, international exams, reading strategies, types of reading, assessment | 653 | |||||
532 | Differences in the mathematical abilities of different students are manifested in the fact that the same practice and exercises for students with different abilities give different results. For a capable student, these exercises lead to the mastery of mathematical knowledge and skills, for an incapable student do not. The reason for the inability to mathematics is the lack of working memory. There are two main approaches to solve the problem of teaching mathematics to incapable students: (1) training working memory and (2) reducing the load on working memory in the educational process. The results of the first approach are ambiguous: training working memory leads to an improvement in the performance of untrained tests for working memory, but it may not lead to noticeable changes in learning indicators associated with the working memory of the student. Accordingly, it remains to reduce the load on working memory in the educational process. Well known methods that reduce the load on working memory when studying mathematics are described. Automation of basic computing skills (arithmetic, trigonometric, geometric) is achieved with the help of computer trainers developed by the author: the mental calculations trainer, the trainer for developing skills in working with a trigonometric circle, the trainer for developing skills of using reduction formulas and the rectangular triangle solving trainer. The technique of working with trainers is based on the interval repetition method. Empirical data on the results of their implementation are presented. Keywords: mathematical abilities, teaching mathematics, working memory, computer trainer, interval repetition | 651 | |||||
533 | The assessment of the general competencies formation has a special place in the monitoring of the quality of student’s professional training. This article describes various approaches used in both domestic and foreign literature to define the concept of common competencies. On the basis of their analysis, the authors understand that general competencies are the student’s personal qualities necessary to perform various types of professional activity. The problem of creating an integrated assessment system for general competencies is one of the most difficult problems in theory and practice of education. The purpose of the assessment activity is to determine the degree of compliance of knowledge and skills with those planned for the student. Many researchers think that determining the degree of conformity of knowledge and skills previously planned is the goal of education. The authors propose complementing this goal with the development of students’ self-esteem and their motivation for success. Knowledge, skills, and abilities are transformed into intermediate learning outcomes and become a means of achieving the goal gradually. The authors studied the experience of other researchers assessing general competencies and they concluded that all functional components of competencies are not always taken into account. The motivational, cognitive and activity components of competencies were identified by modern specialists. General competencies are also formulated as the final result of professional education that met federal state educational standards. It is difficult to apply them as specific intermediate results during the course of training. The authors propose a system for assessing general competencies in the course of general education. There is a need to create a specific table of general competencies, where each competence is divided into smaller competences, according to this system. There is also a need to develop a ratio matrix of the academic general education cycle disciplines and formed competences. Teachers determine the means of assessment for each learning outcome. For them, it is necessary to develop a system of rating scales and criteria with assessment indicators. These funds are used with a point-rating system for evaluating students’ activities, the results of which indicate the formation of the activity component of competencies. The authors selected suitable diagnostic tools in the form of psychological tests and questionnaires for assessing the personal qualities of the student, necessary for the formation of a particular general competence. Two complex interdisciplinary tests in mathematics, natural science, and humanities are used to assess the level of formation the cognitive component of competencies. They contain assignments to identify students’ skills, abilities, and ways of activity that ensure the successful development of general competencies. Keywords: general competencies, competency assessment, educational result, pointrating system, table specifying, competence components | 650 | |||||
534 | 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 | 650 | |||||
535 | The article is devoted to the problem of formation of professional and personal component of the future teacher, considered through the expansion of the educational space of the university special course, focused on the development of students of classical and innovative pedagogical practices. The relevance of the study is due to modern and forward-looking requirements for professional teaching activity, recorded in the syllabus documents. The purpose of the research is the development, description and testing of the course Pedagogical Technologies in the Modern Humanitarian Educational Space, focused on the formation of a prolonged professional demand. Material and methods: analysis of theoretical and scientific-methodical literature, pedagogical and empirical observation, pedagogical modeling. Results and discussion. In the course of the study, the concepts of technology and, accordingly, pedagogical technology were studied and updated, the framework of demand for personal and professional qualities of the teacher and the vector of formation of the professional and personal component of the future teacher were identified and described. The article describes the integrativity of the concept of pedagogical technology, which includes the competence formed during the entire period of study at the pedagogical University, predictably allowing the graduate to achieve success in professional teaching activities. The logical and structural focus of the developed and tested course Pedagogical Technologies in the Modern Humanitarian Educational Space, oriented by paradigm changes in the aims, content, methods and technologies of training and education, is presented as a tool for the process of formation of the named competence. The paper describes a specific system of classes, including classroom, extracurricular and independent forms of classes, thematic rubrication, description of the method of use of block-notes, etc. The developed and put into practice course Pedagogical Technologies contributes to the assignment of students objective methods of self-control, the formation of professional independence to determine the specific goals of educational activities, the most comfortable conditions for achieving educational results, skills of self-reflection and self-correction. The presented course can be matrix adapted for students of pedagogical universities of not only humanitarian profile, but also in other areas of training. Keywords: technologies, pedagogical technologies, educational space, professional pedagogical competences, professional-personal component, outline | 649 | |||||
536 | The meta-subject approach was introduced into the system of primary general education in 2010. However, until now there is no officially accepted definition of the term “metasubject content”. The purpose of this study was to reveal the essence and content of the metasubject approach, aimed at ensuring the raise of the subjective cognitive activity of students to the over-subject level. For this aim the author of the article studied the positions of leading scientific schools on the meta-subject content of general education, meta-subject competences and the meta-subject approach as a whole, made a content analysis of the key concepts, correlated the positions of representatives of leading scientific schools on a meta-subject approach with the requirements of the Federal State Educational Standard, and formulated own position on system-forming concepts. The meta-subject content of general education is a totality of over-subject didactic units (“meta-subjects”, “primary meanings”), as well as methods of conducting meta-subject cognitive activity. Meta-subject results consist of metasubject knowledge, universal learning activities and meta-subject competencies. Meta-subject knowledge refers to knowledge of a higher level of abstraction compared to subject knowledge related to one subject area. Meta-subject knowledge can be obtained only through a combination of knowledge from several subject areas. The author formulated his own definition of meta-subject competencies: meta-subject competencies are the learner’s integrative abilities to learn meta-subject knowledge based on correlation of knowledge from several subject areas, as well as to form universal educational actions based on a combination of different methods of conducting meta-subject cognitive activity from several areas (cognitive, regulatory, communicative). Keywords: meta-subject approach, principle of combination, meta-subject content, meta-subject results, meta-subject competencies | 648 | |||||
537 | The article deals with several basic problems of multicultural education which is a set of strategies and curriculum content and a site of struggle for the power to define the purposes and processes of education in a diverse and unequal world. The authors reveal the evolution of essential approaches in multicultural education due to which diverse students have the opportunity of growth and expansion in mainstream culture and the possibility to become proud of their cultural and language background and function well within their cultural communities. The authors analyze the disadvantages of lower level approaches and successful ways to stretch and complicate the meanings of contemporary multicultural education. The article presents a fundamental multicultural education principle of resting on dialog in which groups that have different power levels learn to listen and to collaborate, particularly around educational issues. As a field multicultural education offers many useful strategies and conceptual tools. The authors also characterize the challenges of multicultural education when the main goal of schools today is not a tolerant national citizen who is concerned for his or her complex democratic society but a cosmopolitan market actor who can compete effectively across state boundaries. Keywords: multicultural education, multiculturalism, cross cultural communication, ethnical and cultural identity, social and cultural space, educational strategies | 646 | |||||
538 | True development of personality is associated with the departure from adaptability as an adaptation in an externally determined reality to the preadaptive nature of activity. Preadaptive allows shaping properties of the individual that facilitates the passage of crisis situations. The preadaptive strategy for the building of meanings of life activity is based on the desire for selftranscendence as a way to go beyond the boundaries of what a person has mastered in order to find and realize his true purpose. For real personal growth, the prospect of further development is necessary , which means a transition from self-actualization to self-transcendence, which allows you to interact with the extra-positive reality on the basis of the highest meaning plans of human existence in the world. The purpose of the article is to identify the features of selftranscendence, which is the basis of the preadaptive strategy of meaning building. Analysis of such features of self-transcendence as: the ability to overcome the experience of the finiteness of his existence; the experience of insight; initiating the activity of a socially significant act; the preservation of subjectivity; the ability to positively undergo existential crises; a tolerance for ambiguity; creativity; responsibility in search for his own destiny. The results obtained allow us to formulate a definition of a preadaptive meaning-forming strategy. Keywords: meaning, meaning sphere, preadaptivity, creativity, self-transcendence, meaning-building strategy | 643 | |||||
539 | The conditions for reforming the system of training of highly qualified personnel are characterized by the growing need to process large amounts of information in professional activities. Against this background, the graduate of the training program of the highest qualification should be ready to independently identify problem areas for the purpose of individual or collective research and obtain new knowledge aimed at solving the tasks. It follows that the content of the training program should include the forms and types of future professional activity of the graduate. The undertaken research is aimed at identifying the means of information and communication technologies that can be centrally applied to ensure the educational process, in order to create the basic conditions that will allow to identify the right direction of the individual educational trajectory of the student during the development of the training program of the highest qualification. This article describes the identification of a specific sphere of centralized application of information and communication technologies in the design of information educational environment in the training of highly qualified personnel on the basis of theoretical and empirical analysis of educational process of training of teaching staff in graduate school. Keywords: information educational environment in the training of highly qualified personnel, design parameters, educational process in graduate school | 642 | |||||
540 | The purpose of the article is to present a holistic picture of the development of the museums in the vast territory of the Tomsk province and the modern Tomsk region. The method of historical-genetic analysis revealed the conditions for the birth of museums as a social phenomenon and the gradual creation of museums of various kinds. We provide the names of the Tomsk Imperial University professors who were thematic museums organizers. We bring your attention to that all showpieces of the university thematic museums established at the end of the 19th century and at the beginning of the 20th one were used in education process as supplements to lecture courses contents and as demonstration aids for students. Museum collections were supposed to be used only by university students and faculty members. Other town dwellers didn’t have the right to visit the museums. It was only in the period from 1930’s to 1960’s when municipal museums of history, regional studies, ethnography, art, military and patriotic studies were established and the town population got the opportunity to visit the museums and become acquainted with the artifacts, historical events as well to make their personal assessment of what they had seen. In the paper we highlight that at present the Tomsk Region with its over 300 different museums is one of the major territorial entities of the Siberian Federal District in social, cultural and academic respects. Classification of museums is proposed: university, municipal, departmental, memorialpolitical, school museums. Purposes of museums of each type, their educational tasks and functions were determined. The social, educational and pedagogical needs of museums in the selection, preservation and presentation of the cultural and historical heritage of mankind are substantiated. Keywords: museum, exhibition, historical relics, research work, educational activity, educational process, supplementary education of schoolchildren | 641 | |||||
541 | The results of a scientific and pedagogical analysis of the current state of non-formal education as an andragogical practice are presented. The features of the informal professional community activities in the context of using its opportunities for the teachers’ professional development are shown. Scientifically based ideas about the typology of informal professional communities, the patterns of their functioning are given. The expediency of integrating the practices of non-formal teachers’ education and their master’s training is substantiated. The methods of such integration at the target and organizational-methodological levels are indicated. The experience of Tomsk State Pedagogical University FSBEI HE (TSPU) on the design of modular basic educational programs for master’s training in pedagogical orientation on the basis of FSES HE 3 ++ is summarized through the combination of state educational standards and professional standards. An expert author’s vision of ways to realize the educational potential of the interaction of subjects included in the practice of non-formal teachers’ professional communities, graduate students and the teaching community of the pedagogical university is proposed. The results of research as well as scientific and methodological work of TSPU specialists on updating approaches to the construction of the content and organizational-activity formats of master’s training are indicated. The materials of the article are prepared on the basis of such research methods as theoretical analysis, survey, expert method. Keywords: andragogical practice, non-formal education, informal teachers’ professional communities, master’s training of teachers, integration, educational potential for integrating of educational practices | 641 | |||||
542 | The article raises the problem of the readiness of teachers of preschool educational organizations to work on the new Federal State Educational Standard, which pays great attention to the organization of the joint educational activities of a teacher with children. The results of two questionnaire surveys of kindergarten teachers are given, in the course of which it was found out, firstly, the level of the involvement of teachers in the development of educational programs, secondly, their understanding of the results of preschool education, and thirdly, the identification of priority areas for the development of a preschool child. It was found that the majority of teachers take an executive position in relation to educational programs, they are focused not on the personal development of children, but on the formation of their knowledge, skills, teachers underestimate the value of the game and research activities for children’s development. Real educational situations of the organization of the teacher’s joint activities with children are described, illustrating that teachers do not always understand how to make a child an active participant in interacting with an adult and how to get away from the total use of the authoritarian model of joint activity towards leadership and partnership. It is concluded that there is a relationship between the level of the methodological support in the kindergarten, including the position of the senior educator, and the ability of the teacher to organize educational situations of reversed and open joint action with children. Keywords: educational program, joint educational activity, open joint action, educational situation, preschool education | 641 | |||||
543 | The article presents the scientific background for the development of the new quality monitoring system in the Russian Federation, as well as goals, objectives and main provisions of the Conceptual framework for early childhood education quality monitoring in the Russian Federation. The article presents a system of level assessment of the quality of preschool education, which is embedded in the monitoring concept. The article presents a model of comprehensive assessment of the quality of education in preschool institutions, a model of multilevel collection of information from the MKDO using the unified information platform of the monitoring. It describes the aspects and indicators for assessment and evaluation of the quality of early childhood education in early childhood classrooms and in early childhood settings in general. The authors of the concept proposes 9 areas of quality to organize information monitoring: educational guidelines; educational program; teacher qualifications; content of educational activities; educational process organization; educational environment; creation of conditions for preschool education of children with special needs and disabilities; interaction with parents; provision of meals to students and preschool institution employees; child protection and health improvement, management and development of the organization. It formulates possible directions of implementation of the results of monitoring procedures at all levels of early childhood education system in the Russian Federation. Keywords: early childhood education, quality assessment and evaluation, monitoring, quality indicators, MKDO (Early Childhood Education Quality Monitoring), early childhood education system of the Russian Federation | 641 | |||||
544 | The relevance of the study is due to the fact that early identification of the child’s psychological characteristics and unfavorable situations of upbringing in the family could contribute to the correction of his asocial behavior, primarily by creating conditions for subject-subject interaction between parents and children, necessary for the formation of a full-fledged personality. The purpose of our study is to study the attitude of parents to psychological training as a condition of subjectsubject interaction, and a way to prevent asocial behavior of adolescents. In the study, first of all, the conditions of subject-subject interaction, such as a set of cognitive, active and experimental role-playing games, were determined and practically confirmed. The conditions should be based on humanistic ideas and aimed at developing the child’s own activity with the help of parents, in the mode of subject interaction. Also, in the system of prevention of asocial behavior of adolescents, the leading role of parents through subject-subject interaction is determined. The article analyzes the essence and content of prevention of asocial behavior of adolescents from the position of subject-subject interaction with parents. The concept of prevention of asocial behavior of adolescents by subject-subject interaction of parents and children was proposed. The analysis of the results of the empirical work allowed us to state the dynamics of value-trust interaction in the family, and the implementation of a set of training exercises, through subjectsubject interaction, ensured the effectiveness of prevention of asocial behavior of adolescents. The results of the study can be used by social educators, psychologists, and subject teachers, teachers of pedagogical universities in order to improve the process of subject-subject interaction between parents and children in the prevention of asocial behavior of adolescents. Keywords: prevention, asocial behavior, adolescents, parents, subject-subject interaction, training | 638 | |||||
545 | The author examined the forms of academic group curator activity and forms of supervision and support of academic group curator activities. The curator’s activities may vary. Goals, tasks, stages of curatorial activity influence the choice and application of the curator’s activities. The author of the article considered the principles on which the curator’s forms of activity and forms of supervision and support are based. Classified the curator’s activities in a modern university for traditional (curatorial hours, various events, interaction of the curator with the study department, academic counseling, lecture-seminar) and innovative (quizzes, quests, cases, trainings, workshops). The forms of supervision and support of academic group curator activity were classified into three main groups. The first group is connected with the methodical preparation and accompaniment of curators’ activities. The second group is associated with the upgrading of curators. The third group is connected with replicating the experience of curatorial activity. Here are the examples of forms that are implemented in the modern university (various Round Tables, seminars, schools, advanced training courses, competitions of professional skills) and specific examples of forms that are implemented in Tomsk Polytechnic University. The article proposes and argues the variants of forms for the use in curatorial activities in a modern technical university. Various forms of activity, supervision and support of the curator’s activities allow the realization of various directions of the institution educational activity and to realize the main goal of curatorial activity, which consists of creating conditions for successful academic and social adaptation, personal and professional development of supervised students. Keywords: education, curator, curators institute, forms of curator activity, forms of supervision and support | 637 | |||||
546 | The results of empirical identification of indicators-markers of polar meaning-building strategies are considered. For the initial modeling of meaning regulation processes, two polar strategies of personal meanings formation are proposed: adaptive and developmental. Personal meanings are in mutual accordance with the properties of personality, manifested in the interactions of different orders. For the empirical description of these strategies, a special semantic differential – nine bipolar scales of personal properties – was developed. These scales are used in words denoting the relevant properties of the individual speakers and indicators of meaning. To establish markers indicating these polar strategies, an empirical study (n = 145) was conducted using a battery of tests, which included: a developed private semantic differential, the test “Life orientations” by D. A. Leontiev, the test of M. Kuhn “Who Am I?”, G. Gardner’s multiple intelligence test, S. Rosenzweig’s frustration tolerance test, I. A. Stetsenko’s personality reflection test questionnaire. It is revealed that a stable positive statistically significant correlation (p ≤ 0.05) is observed only for the indicators of the nine developed scales of the particular semantic differential and the indicator “meaningfulness of life” of the test “Life orientations” by D. A. Leontiev. This indicator may be used as a marker of polar strategies of meaning-building. Keywords: meaning system, strategy of meaning-building, property of personal, semantic scale | 637 | |||||
547 | The article considers the problem of professional training of students in pedagogical areas from the point of view of using such a resource as Olympiads. The authors pay attention to the essential features of the subject and methodological Olympiads identified by Russian and foreign researchers. Among them, the authors define such as complexity, practical orientation, and personal significance for the student. The complexity includes theoretical, practical, and methodological material in the Olympiad tasks. The practice orientation focuses on developing specific forms of interaction with students, lesson notes. The personal significance for students is development of educational independence. Based on the results of the conducted research (online survey, analysis of student texts), conclusions are made about the need to hold. Conclusions are drawn about efficiency of the different types of Olympiads in the process of training future teachers. The researchers think that participation of students in the Olympiad takes on a new meaning in their professional training, acting not only as a means of evaluating the acquired knowledge, skills, but also as a resource for developing their subject-methodical competencies and educational actions. The article is of interest to teachers of colleges and higher educational institutions and also students of pedagogical specialties. Keywords: Olympiad, compatibility, educational independence, students, professional training | 637 | |||||
548 | The role of the curator’s institute in technical universities in the development of students’ social-personal and general cultural competencies is noted. The existing difficulties in the organization and implementation of curatorial activities are highlighted. It should be noted that the activities of curators of academic groups at a technical university need a greater degree of organizational and methodological support at the levels of objectives, content, organization and activity. Organizational and methodological support for the activities of curators of academic groups is defined as a systematically organized complex that includes the means, types and forms of support for curatorial activities. It is aimed at increasing the effectiveness of the activities of the curators of academic groups. Also aimed at the professional and personal growth of curators and students. A model of organizational and methodological support for the activities of curators of academic groups in a modern technical university has been developed and substantiated. The components of the model are determined: target, content-organizational, activity-oriented and effective. A significant task of the study was to conduct experimental work on the implementation of a model of organizational and methodological support for the activities of curators of academic groups in a modern technical university. According to the results of the experimental work carried out on the implementation of the model in a modern technical university, it was established that the developed and implemented structural and informative components of the model make it possible to achieve the goal of improving the performance of curators of academic groups. Accordingly, they can be successfully used in a modern technical university. The study confirms the effectiveness of the developed model of organizational and methodological support for the activities of curators of academic groups in a modern technical university. Keywords: education, curator’s institute, curator of an academic group, model, curator activity, support and curator activity support | 636 | |||||
549 | The analysis of the concept of «extracurricular activities» in school education is given, its features are characterized. The concept of «extracurricular activities in chemistry» is given, its purpose and specific feature at the senior level of education in a modern school are highlighted. The necessity of carrying out chemistry projects is substantiated, and one of the relevant areas is proposed: design activities of schoolchildren in modeling the structure of substances. The HyperChem software package, which is used to solve the problems of quantum-mechanical modeling of atomic and molecular structures, is described, which allows performing complex computational problems in chemistry in a short period of time. The methodology of work of schoolchildren with the HyperChem software package is described. The characteristic of individual chemistry projects is given, the stages of their implementation are given. An example of the construction by schoolchildren of the molecular structures of chlorides of elements of group 15 of the periodic system and their optimization by the semiempirical PM3 method, which includes only valence electrons in the calculation, is shown. Correlation dependences of the experimental and calculated bond lengths and bond angles, correlation equations, correlation coefficients (R), and standard deviation (SD) are presented. The results of evaluating completed projects on the basis of developed criteria, assessment scales and student performance on completed projects are presented. Questions were developed for questioning students in order to determine their attitude to the GaussView program. Keywords: extracurricular activities in chemistry, project activities, stages of the project, project evaluation, computer simulation, quantum-chemical calculations | 636 | |||||
550 | The article presents the methodological justification and experience of the program of development of personal identity of teachers at different stages of professional development. As part of the program, the content of the process of development of personal identity of teachers at each stage of professional development was built on a new way of interaction for these groups of teachers – supervision. In the process of psychological and methodological support, it is important to motivate teachers to self-knowledge through self-identification, encouraging to identify personal characteristics and needs arising in the context of professional activity; to give them the opportunity to realize themselves as a person, to understand their place and role in this world in general and in the profession in particular; to provide a choice that would help them become an active subject, the creator of their own destiny, their life, their way in professional activity. At the same time, in the framework of supervision, personal development and professional growth are considered as the ascending vector of self-change of the teacher’s personality (and personal identity in particular) on the basis of awareness of their needs and desires, the most complete disclosure of abilities and potential opportunities in professional activities, accompanied by quantitative and qualitative, meaningful and structural changes. Keywords: teacher’s personal identity, stages of professional development, supervision, psychological support, methodological support | 635 |