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601 | The article is devoted to the analysis of the courses “Economic and Social Geography of the West Siberian Region”, “Regional Studies” and “Toponymy” for the formation of Siberian identity of students at Tomsk State Pedagogical University. The most effective forms of practical training were determined, their methodical description and recommendations for its implementation were given. The Siberian identity of students is not possible without knowledge of this region. The content of the course “Economic and Social Geography of the West Siberian Region” includes a brief history of the region’s development, a description of the natural resource potential, population, features and prospects of the economy. “Toponymy” includes the study of geographical names of Siberia. “Regional Studies” develops knowledge about the native region (village or city) and the ability to apply this knowledge in the management of regional studies with schoolchildren. During training, students form universal and professional competencies that will allow them to more effectively organize school and extracurricular activities for the study of Siberia. Students at the university perform the following practical work: mapping of unique natural objects, monuments of architecture and art of Tomsk and Tomsk Region; development of excursions for schoolchildren in historical, cultural and natural attractions of Tomsk, Tomsk region and Siberia; compilation of the genealogical tree of their families, the study of the etymology of geographical names. As a result, students develop a holistic overview of the West Siberian region and there is a desire for its further study. The results of the survey “Do I Know Siberia?” showed that the majority of students, including those who came from other regions of Russia and abroad, identify themselves with Siberian region. The presented methodical development of practical classes for students can be used in retraining and advanced training of geography teachers, as well as for conducting geography lessons and extracurricular activities in general educational organizations of Siberia. Keywords: economic and social geography, regional studies, toponymy, Siberian identity, West Siberian economic region, Tomsk region | 651 | |||||
602 | Introduction. Many aspects of history of formation at the beginning of the XX century, both the pre-revolutionary and Soviet periods, have still not received adequate lighting in historical and pedagogical studies. With development of the economic sphere of the state at a boundary of XIX – the beginnings of the 20th century, education became mass and gained more and more secular character, and the system of training of teachers demanded change in approaches and methods of teaching. Reforms in the system of pedagogical education in the conditions of revolutionary events, changes of political regimes in the years of civil war, formation of the Soviet school system forced to look for actively more effective strategy for preservation and development of traditions of teachers’ training. In these conditions, people who defined professional formation of future teacher and sought to keep the educational capacity of educational institutions in any circumstances were of particular importance. Research objective is to restore Alexander Konstantinovich Volnin’s biography – the famous representative of the Russian professional and pedagogical corporation of the beginning of the 20th century. His pedagogical career was connected with active participation in processes of reforming of the teacher’s institutes directed to improvement of the principles of training of teachers and the organization of business of national education. Material and methods. Article is prepared on the basis of unique archive materials and the publication of various profile editions. Results and discussion. Throughout the Soviet period of historical and pedagogical researches the name of A. K. Volnin was mentioned only in connection with his pupil famous for the Soviet teacher A. S. Makarenko. These circumstances made impossible an objective research of the biography of Alexander Konstantinovich. Using the fractional information collected from the most different and quite often contradictory sources it is established that the major stages professional Alexander Konstantinovich Volnin’s activity in the sphere of pedagogical education, were connected with history of the Poltava and New Nikolaev teacher’s institute. He took the most active part in development of provisions of reform of teacher’s institutes of 1917. He was an expert and the methodologist in the field of training of teachers for labor school. Conclusion. Studying of history of development of pedagogical education, traditions of teaching, restoration of historical continuity in work of various generations of teachers is an important factor of development of pedagogical science and daily teacher’s practice. Keywords: Alexander Konstantinovich Volnin, history of pedagogical education, reform of teacher’s institutes, A. S. Makarenko, Poltava teacher’s institute, New Nikolaev teacher’s institute | 651 | |||||
603 | Various forms of mastering the educational professional program are analyzed, the advantages and disadvantages of self-education in the digital space and distance learning are considered. The article shows the demand for training according to an individual curriculum and examines the features of the contingent of students that cause the problem of developing a special methodology for their individual training for activities in the conditions of the emerging innovative economy. The author substantiates the importance of developing universal competencies, including a cluster of creative professional competencies, readiness to work in conditions of psychological stress, digital literacy, mathematical analytical thinking, and spiritual and moral qualities. Psychological and pedagogical conditions for effective training of technical specialists by correspondence are formulated, which assume consideration of the needs of participants in the educational process, cognitive abilities and competence profile. It is proposed to use impulse educational technologies, adaptive management of the process of students’ development and intensification of independent work in the digital space. Special attention is paid to the need to strengthen education in order to prepare for engineering creativity. It is advisable to design a personal educational track with the help of a tutor. The organizational mechanism of individualization of training in the digital space based on the competence profile is described. At the first level of individualization, an individual plan is developed. At the second level, on the basis of a digital competence profile, students’ educational activities are managed during the semester. The organization of individual training of technical specialists in correspondence form with the maximum use of the potential of digitalization of education will improve the quality of education and provide an advanced level of formation of the competencies demanded by the customer, to achieve a more complete satisfaction of students with the educational services provided. Keywords: quality of education, innovative readiness, pedagogical innovations, personal educational track, digitalization of education | 651 | |||||
604 | Changes concerning reforming preschool education in Russia at the end of the XX century and the beginning of the XXI century determined the inner of the notion “speech creativity” as well as theoretical and methodological approaches to developing children’s speech and speech creativity. At the end of the XX century the notion “speech creativity” is associated with the child’s artistic and creative activities; different scientific ideas about the development of children’s speech creativity are formed. Organizing the process of developing preschoolers’ speech creativity in accordance with ideology of the new standard of preschool education requires a basic idea of pedagogical ways of organizing children’s artistic and creative activities by means of a fairy-tale. In connection with it, using modules as the innovative organizational pedagogical basis for developing children’s speech creativity in accordance with the main conceptual ideas of the educational standard becomes essential. At the beginning of making up modules there established typical relations between reproductive, productive and creative stages of developing senior preschoolers’ speech creativity that reflect the logic of the emergence of children’s activities during the period of preschool childhood and are followed by different types of mutual activities of the adult and children with the purpose to obtain developing and humanistic relationships between the participants of the interaction. Educational resources of modules are compiled to reveal and enrich the subjective experience of children with reference to their interests and capabilities. The effectiveness of using modules at developing children’s speech creativity in a preschool educational institution is proved by successful increase of children’s capacity for learning activities. Keywords: speech creativity, senior preschoolers, module approach, module model, conditions of developing universal learning operations | 650 | |||||
605 | The article analyzes the concept of “self-development” and the personality abilities associated with it from a psychological point of view. The purpose of the research is to consider the concept of “self-development”, as well as “the ability for self-development”, “the highest ability for self-development” and identify the difference between these abilities. In the course of the analysis the concept of self-development is described, its various characteristics and parameters are revealed. The article presents definitions of the ability for self-development, covering its different aspects, such as systemic, integrative, subjective, activity-oriented, life-oriented, transformative, motivational-value, evaluative-orientational, self-regulatory, reflexive-regulatory, cognitive. It is shown that there is no single concept of self-development. Some concepts emphasize the role of cognitive factors, while others give priority to self-regulatory skills; subject position; transformation of the inner world; specific activity for self-change, aimed at solving life problems. It is concluded that the variety of factors contributing to self-development, the identification of many its aspects and components, various forms of manifestation seems to be logical, since it reflects the complexity and multidimensionality of this psychological phenomenon. A special place in the article is occupied by the description of subjectiveness, which is interpreted by the author as one of the key factors determining self-development. The important role of the position of the subject and subjectiveness in self-development and its importance for the manifestation of the highest ability for self-development, when a person acts as a subject of activity, as a subject of development, and as a subject of life, is emphasized. The specificity of the highest ability for self-development is noted, associated with its belonging to the mental component of spiritual abilities. The difference between the ordinary ability for self-development and the higher ability for self-development is shown, which is due to the fact that the highest ability for self-development is focused on absolute values and high spiritual and moral ideals. Keywords: characteristics of self-development, subject, subjectiveness, the ability for self-development, the highest ability for self-development | 650 | |||||
606 | The article examines the evolution of design leadership: from industrial to graphic and media design, which is accompanied by an expansion of the design impact zone, from the solution of functional and aesthetic tasks in industrial design to the influence of design on the formation of the worldview today. The globalization of design possibilities increases the requirements for the designer’s professionalism. One of the significant components of the professionalism of the artist, designer is the color competence. Currently, color is an object of study in many disciplines that consider the patterns of color perception, color perception, color rendering, the formation of the ability to perceive and convey the color richness of the surrounding reality. However, the problem of the emotionally expressive function of color, the relationship of color and emotion, and the justification of the methodology for the formation of the colorist competence of future artists and designers remain less studied. The article presents the results of a formative experiment aimed at developing skills to use color as a means of creating an artistic image. As a result of the development of the pilot program, students demonstrate the ability to achieve consistency in the emotional content of the intention and expressive means of color composition. Keywords: design; coloristic competence; communicative, aesthetic, symbolic, emotional and expressive functions of color; artistic image | 649 | |||||
607 | This paper deals with the discussing of future managers training in the digital economy conditions. Some key features of the digital economy are: information as the main resource, wide distribution of e-commerce, obtaining services by citizens through the Internet. Information systems and technologies are used in education to develop and work with e-learning resources. In addition, we should consider the possibilities of platforms for hosting online courses and distance learning systems for students. Considering approaches of online-courses organization on Coursera, edX, FutureLearn, Skillbox, Open Education platforms allows to highlight the following features: organization of training in remote format, modular organization of materials of online courses, flexible training schedule for the student within the time limits set by teachers to complete tasks, informing the students. Another effective tool for student learning is the distance learning system. Teachers of the Department of Informatics and Mathematics of the Saint-Petersburg University of the Humanities and Social Sciences (SPbGUP) constantly improve the educational and methodological support of the taught disciplines, placed in the system of support of independent work of students of SPbGUP by address https://edu.gup.ru/. The features of the work of teachers with electronic courses in the disciplines «Informatics» and «Information Technologies in Management» were discussed. These materials are placed in the appropriate e-learning courses, which were realized at the SPbGUP system of students support on independent work (www.edu.gup.ru). This article summarizes the author’s experience in teaching disciplines of the Department of Informatics and Mathematics. Keywords: Informatics, online courses, training of the disciplines, digital economy, selfwork support system, students | 649 | |||||
608 | In the new standard one of the important formed actions is problem solving. The solution to any problem begins with a question that a researcher or a student who has a difficulty has posed to himself. This requirement stems from modern standards for school education. The world has become so complex that a person has problems in any field of activity. At school No. 49 in Tomsk, one of the programs for the development of a teacher is aimed at teaching pupils to solve educational problems. At the beginning of its formation, primary school students were trained in this, but then it became necessary to teach elementary students to the elements of the program. Teaching primary school students the ability to solve first the simplest problems revealed the need to train them to ask questions, since the problem itself is formulated as a question. In the educational culture there are different types of questions. Not all types of questions cause students to solve a problem. But, different types of questions are needed to solve it. They serve to understand the text, the situation, the problem, as a result of which it is so important to teach schoolchildren how to work with questions in elementary school. The most effective are the six types of questions developed by B. Bloom. The authors suggest ways of teaching elementary school students an understanding of the meaning of questions, posing different questions and competent and complete answers to questions. As a model of question types, Bloom’s flower is used. In the submissions you can get acquainted with the ways of assessing students from the second to the fourth grade – how the number of students asking questions changes. As students gradually ask more difficult questions. How these questions are applied in solving problems. Keywords: Bloom’s flower, recognition of the meaning of different questions, questions for different texts, questions at different stages of problem solving, the effectiveness of questions in training | 648 | |||||
609 | The article discusses the relevance of forming communicative competence of preschool children. The communicative competence develops creative and personal potential of preschool children, helps to socialize and equip them with necessary skills. The article demonstrates the results of forming communicative competence of preschool children in the use of lexical and grammatical toys. It’s spoken in detail about the skills of communicative competence of preschool children. A mention should be made of the components of communicative competence of preschool children such as a cognitive component, an emotional component and a behavioral component. The article touches upon the issue of preschool children’s difficulties of communication, such as the low level of communication skills and game skills; individual child’s characteristics; acts of selfishness. The article gives valuable information about functions of communicative competence of preschool children. The article presents the case for modeling like a method of forming communicative competence of preschool children. Much attention is given to the characteristic of lexical and grammatical toys developed by us and which should be used in the process of forming communicative competence of preschool children. The article includes the outcome of the research of forming communicative competence of preschool children in the use of lexical and grammatical toys. Keywords: communicative competence of preschool children, preschool education, components and functions of communicative competence, lexical and grammatical toys | 648 | |||||
610 | This article discusses the problem of developing and implementing a model of third-age education aimed at developing their social competence. The issue of training people of third age is relevant and solved in the works of domestic and foreign research from the point of view of formation and development of certain competences in conditions of continuous education. The third age refers to the period after the termination of professional activity characterized by the continuation of an active lifestyle to reveal its potential and opportunities. Teaching people of third age is a process based on the fundamental provisions of andragogics, gerogogics, adapted to the individual, psychological and social characteristics of students. Aimed at the empowerment, adaptation, socialization and self-actualization of people after retirement and termination of their professional activities. Which forms their social competence, as well as enabling them to develop effective strategies of adaptive behavior and learn to live in conditions of uncertainty. The methodological basis of this process is the personality-oriented, activity-oriented, axiological approach. The present study is based on a competency-based approach to the development of universal competences, which include social competence. The model developed and introduced into the educational process of the Higher People’s School is based on andragological and gerontological principles and includes four interrelated blocks: targeted, meaningful, organizational, and effective. A special place in the model is assigned to the program of social competence development. The programme consists of five modules that ensure the targeted development of all components of social competence. Third-age education is provided through formal and informal educational activities. The training process uses: traditional lectures with mandatory use of ICT technologies, problem lectures, conference lectures, binary lectures, seminar lectures, etc.; seminar lectures on which knowledge gained at lectures, abilities, skills and competences goes deep and systematized; practical exercises (testing, games, etc.); training occupations; conferences. The classes use individual and group forms of training; active, interactive, and visual learning methods. The program of training at the higher public school gives the chance to people of the third age to receive a certain level of knowledge, abilities, skills and competences, to find confidence in their abilities and to realize the potential of physical, intellectual, educational resources and free time. The presented model implies realization of such psychological and pedagogical conditions in the course of education, which influence the effectiveness of the process of development of social competence in people of the third age. The implemented model of education has shown its effectiveness in the development of social competence of people of the third age and has contributed to socio-psychological adaptation, socialization and self-actualization of people of the third age in modern dynamically developing conditions. Keywords: methodological basis of educating of people of the third age, competencybased approach, competenсe, competency, continuous education, higher public school, educating of people of the third age, social competence | 648 | |||||
611 | The article represents the results of the first stage of research aimed at identifying ethnically determined models of pedagogical interaction for teaching foreign languages as a part of the basic module of Bachelor’s programs at university. The need to organize multicultural interaction in a classroom makes institutions of higher education solve several acute problems. These are supporting intercultural dialogue in poly-ethnical student groups, accommodating ethno-cultural differences in the teaching process along with respect to national spirit of students, creating appropriate educational environment for intercultural communication, as well as integrating students into poly-ethnical environment of university. The experience of Kemerovo State University (KemSU) teachers and lecturers in training international students is under consideration. The study has been carried out with the use of pedagogical observation, comparative analysis, literature review, survey, questioning, and interviewing. The analysis of interaction between students and teachers in poly-ethnical university environment provides the basis to describe 1) interpersonal relationship and interaction within poly-ethnical student groups, 2) international students’ communication with university teachers and lecturers, 3) involvement of international students in university social life. KemSU takes a variety of measures to involve international students in the social life of the university as well as the city and the region. The research has shown that there is no need in much effort aimed at correction of students’ interaction in poly-ethnical student groups. However, it is necessary for the university staff to take regular measures directed at developing and maintaining interethnic tolerance. At the same time the research has revealed the difficulties in the interaction of international students and teachers in the process of classroom work. Therefore, it is essential to develop and implement the models of pedagogical interaction to improve the process of teaching and learning in poly-ethnical university environment. Keywords: higher education, interethnic tolerance, international students, poly-ethnical university environment, pedagogical interaction | 647 | |||||
612 | The system of assessing the knowledge of students in the Tatar school began to take shape at the end of the 19th century. The final forms of assessing the quality of knowledge – translation and final exams – were introduced. The phenomenon of “Jadidism” appeared, and a new female school began to rapidly develop on the model of the new-method male schools. As a result of the introduction of new secular subjects, programs and textbooks, the results became visible. This required new, advanced forms of assessing the quality of knowledge. The methodology and procedure for conducting public translation and final exams were similar, but their goals and objectives were different. During translation exams, the main emphasis was on checking and determining the level of quality of students’ knowledge, as well as attracting the attention of the general public to the problem of education and training of the female population. During the final exams, certain results were made, new tasks were outlined in the activities of the school and the life of graduates (new subjects were introduced; girls who showed good results were offered to continue their education in professional educational institutions). During these events, great attention was paid to identifying and solving women’s problems: upbringing, education, the role and place of women in the family and society, etc. In both cases, the material side of the issue had an important role: during the events devoted to the examinations, the material and financial base of the school was replenished, and the material situation of students and teachers improved. A rich source for studying this problem is the materials of the Tatar periodicals of the early twentieth century – the newspapers Vakyt (Vremya), Sibiriya, Tormysh (Zhizn’), Koyash (Solntse), etc. The authors cite individual articles from these newspapers. Keywords: female education, girls’ schools, assessment of the quality of knowledge, exams, newspapers | 646 | |||||
613 | MASTER IN SCHOOL: TO BE OR NOT TO BE // Pedagogical Review. 2020. Issue 2 (30). P. 30-34 In this article, the author considers the issue of the position of masters in school and the position of the heads of secondary schools for master’s training. Based on the study of difficulties in the process of studying at a magistracy, the author found that the school does not create conditions for successful learning, because the leaders do not show interest in the master’s training of a teacher. Based on the results of a survey of the heads of secondary schools, the researcher concludes that employers do not see fundamental importance in the multi-level training of the teacher, since the functions and types of activities of masters in the school are not legally fixed. At the same time, school principals are ready to create conditions for the training of teachers in the magistracy, to involve in research and design and management activities, in pedagogical support of work to improve the activities of school teachers, to include them in the school management team. The author outlines the problem of recruitment from the point of view of the distribution of master figures for admission to the magistracy, which is caused by the lack of interest of employers in the master’s training of the teacher. Keywords: two-level training, bachelor, master, teacher, standard, higher education, functions and activities | 646 | |||||
614 | Introduction. In the context of a continuously increasing flow of educational information, there is a contradiction between its large volume and limited time to study. Accordingly, the question arises about the structuring of educational information for laboratory work on inorganic chemistry based on the characteristics of its perception by students. Material and methods. The study was conducted on the basis of determining the effectiveness of the developed instructions for laboratory work in chemistry. It included the results of students’ questioning, determining the difficulty of their perception of instructions in textual and structured forms, estimating the time spent on preparation, execution of work and drawing up a report for them in the experimental and control groups. The groups had the same working conditions and level of training, but their difference was the use of different teaching materials. The results of the input and output control of students’ knowledge in order to identify the quality of the assimilation of chemical information in laboratory classes are given. Results and discussion. The features of the developed instructions for laboratory studies at the university are described, including: presenting them in a table containing individual blocks, algorithmizing the description of actions performed during the experiment, highlighting questions and tasks for experiments. The construction of proposals in the algorithm of the course of the chemical experiment is proposed. An example of the description of the content of experience to the laboratory work is given. The results of the pedagogical experiment are presented, which includes an analysis of the assessment of the difficulty of perceiving instructions of various forms, the cost of study time for preparing and conducting chemical ex periments at work, and testing students in the control and experimental groups. A survey of teachers of chemistry and biology was conducted, the results of which testify to the universality of the presented materials and the possibility of their use in school practice of teaching natural science subjects. Conclusion. The use of structured instructive and methodological materials in conducting laboratory studies in inorganic chemistry helps save study time for preparing and carrying out experiments, on the basis of which the methods of carrying out laboratory work are improved, which allows learners to assimilate chemical information more consciously and qualitatively. Keywords: chemistry laboratories, structured teaching materials, ergonomics in teaching, difficulty of perception of the text, teaching aid, input and output controls | 644 | |||||
615 | The article presents the justification, development and results of testing of educational material on the topic “Planning of restorative means in sports” for academic disciplines of restorative and preventive orientation and disciplines on combat sports taught at universities and departments of physical training and sports. The justification of the content of the educational topic is based on scientific and methodological approaches to planning of restorative means in sports, theory and methodology of restorative and preventive means, theory and methodology of sports training. The variant of planning of restorative microcycles in the structure of competitive period of boxers training at the stage of sports specialization has been developed. The place of restorative micro-cycles in the structure of the competitive meso-cycle of boxers competitive period, percentage ratio of the volume of general physical and special physical training, technical training and the volume of application of the complex of pedagogical, medico-biological and psychological means of recovery for each of the planned restorative micro-cycles have been determined. The ratio of application of pedagogical, medico-biological and psychological means of recovery in three planned restorative micro-cycles is presented. The effectiveness of the developed planning option has been experimentally proved. Keywords: vocational training, competitive micro-cycle, competitive period, restorative micro-cycles, restorative means | 643 | |||||
616 | The necessity of updating the content of defectology teachers’ training at the university at the bachelor’s degree level in the period of formation of inclusive education is shown. The new benchmarks for professional training of defectology teachers are marked, which are the challenges of modern education. The content of educational programs of inclusive-oriented training of teachers-defectologists is aimed at the development of readiness for various types of professional activities for the informal implementation of the tasks of inclusive practice, the humanistic orientation of training is manifested in various forms of classroom and extracurricular activities (such as: city festival of sign songs, volunteer activities, etc.). The modern approaches to professional training of defectology teachers at the university at the bachelor’s degree level are characterized. The expediency of application of anthropological, environmental, competence and system-activity approaches to the implementation of inclusive-oriented training of teachersdefectologists has been substantiated. The unity of the anthropological concept of human understanding and the principles of inclusive education is revealed. Significant value-semantic attitudes of teachers-defectologists for the implementation of the tasks of inclusive education are defined. The special educational environment of inclusive-oriented training is characterized as the interpenetration of local environments, including the educational reflective environment of the university and the inclusive educational environment of inclusive educational organizations. The significance of the competence-based approach is indicated within which the inclusive competence of teachers-defectologists as a result of bachelor’s training is projected. The understanding of inclusive-oriented training of teachers-defectologists as a dynamic system of interrelated elements in the professional and educational space of the university is shown. Keywords: challenges of inclusive education, updating the training of teachers-defectologists, anthropological, environmental, system-activity and competence-based approaches | 642 | |||||
617 | The article presents the author’s view on the training of qualified specialists for agricultural production. The economic and managerial training of qualified specialists for agricultural production is considered taking into account the World Skills Russia standard in the field of training “Agricultural mechanization” using the example of secondary vocational education. The author describes the model of training qualified specialists in the specialization «Agricultural Mechanization». The specification of the World Skills standard on the competence “Operation of agricultural machines” is given. The introduction of this specification in the educational process of OGBPOU «Tomsk Agrarian College» is described. The process of organizing training sessions is considered. The connection of teaching with life, with agricultural production is not only the use of materials about the historical path of agricultural science and practice, but the consideration of an urgent issue as the need for knowledge of the economy, organization and planning of agricultural production. The teacher’s task is to apply economic knowledge in practice, for example, in the study of agricultural machinery, that is, machines and mechanisms, to be able to determine the effectiveness of the use of machines, fertilizers, pesticides, etc. Thus, in the matter of training students, it is important that the content of classes include specific material aimed at developing students’ interest in their chosen specialty. Keywords: secondary vocational education, qualified specialists, economic management training, agriculture, standard specification, theoretical training, intersubject communications, production training | 641 | |||||
618 | The article analyzes the problem of aggression of modern society on the basis of data from our own research conducted in 2014–19 on the basis of surveys of men and women of various social and educational levels aged 15 to 70 years, mass media and research data. The phenomenon of aggression for many years continues to be an urgent topic of sociological, psychological and pedagogical research, despite a large number of various humanitarian research and ongoing controversy in the media and on the Internet. Nevertheless, the problem of aggression and its consequences for society as a whole and each individual in particular is not only relevant, but also a direct determinant of development, social integration and personal position in relation to society as a whole and to an individual person in particular. The results of the study indicate not only the multiplicity and multi-level aggressive behavior and perception of society as aggressive, but also make a certain contribution to understanding the nature of such a complex phenomenon as aggressiveness. However, based on the data of psychocorrection of our early works, we can talk about the limitations of the fatal perception of the phenomenon of aggressiveness and understanding of the ways to reduce it. The essence of aggression at the gender level is considered as a serious intrapersonal conflict, which is an obstacle to the organization of the spiritual space of the individual. Keywords: aggression, modern society, society, public opinion | 639 | |||||
619 | Self-development and self-organization of the personality are of great importance for the effectiveness of the educational and professional activities of the teacher. The article reveals the possibility of self-development of a bachelor of pedagogical education as the main component of the subject position and subject-subject relations. The interconnection of the key terms: subject, subjectivity, subjective position, subject-subject relations, is characterized. Using diagnostic tools, such as an author’s questionnaire consisting of open and closed questions, the specifics of understanding, the level and reasons for the refusal to demonstrate the subject position by bachelors in the educational process of a pedagogical university are revealed. Processing of the results of the questionnaire was carried out by calculating the average score and content analysis. As a result of the study, it was clarified that many factors influence the manifestation of the students’ subjective position in the process of their study at the university, some of which are the lack of self-organization, self-development skills, the predominant influence of the teacher and the lack of their joint activities. The article shows how, with the help of the case-method, it is possible to build the skill of self-organization of bachelors when organizing joint activities of a teacher and students at a pedagogical university. The substantial similarity of the implementation of the case method with the models of joint activity: authoritarian, leadership, partnership, is indicated. The emphasis is on the fact that, as part of the case method, when organizing joint activities, the main task is to build the subjectivation strategy between the teacher and the students in the process of solving various types of cases that become more complicated for each bachelor’s course. Features of the organization of students’ and teachers’ activities from the reproduction strategy to the strategy of cooperation through the demonstration by subjects of the educational process of their subjective position are presented. Keywords: self-organization, subject, subjectivity, subjective position, subject-subject relations, case-method, models of joint activity | 638 | |||||
620 | The prevalence of aggressive behavior of children in the school environment in recent years has a tendency to increase. The space of the educational organization is no longer safe, despite the measures taken to ensure it: the installation of turnstiles, metal detectors, the presence of security, the creation of a school mediation service (conflict resolution), etc. The article analyzes the concept and content of aggressive behavior. The problem of aggression in an educational institution is considered from the position of violent actions both in relation to students, and in relation to teachers and the educational organization as a whole. The extreme expression of aggression and cruelty, as today’s realities show, are cases of attacks on schools and mass violence by students, accompanied by the death of children and teachers alike. Under these conditions, the role of a teacher as a carrier of a model of social behavior in school is of particular importance. However, in some cases, the teacher can cause the pupils to act aggressively by illegally using verbal means to express their hostility towards students insulting their dignity. Based on the results of scientific research, the article analyzes the manifestations of aggressiveness in school society, identifies the factors that provoke aggression of adolescents. It is concluded that interpersonal relationships play a leading role in the formation of aggressive intentions of a teenage schoolchild. Therefore, in the educational environment it is important to create such a model of interaction between the subjects of education, which will provide the most optimal combination of their positions and interests. Keywords: school society, adolescents, aggression, teachers, factors of aggressiveness, trends in relationships in school society | 637 | |||||
621 | Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities. Keywords: innovative potential, educational environment, personal self-development, activities, competencies, psychological and pedagogical support | 637 | |||||
622 | In recent decades, the Russian family has undergone profound changes in relations between generations of parents and children. There is a practice-justified view that Russian children were never as different from parents by their mentality as in today’s reality. The retrospective analysis carried out in the article of the family’s performance of its educational function with regard to children differentiated by sex shows the importance and place of each parent in the formation of the child’s personality. The conducted survey of schoolchildren in five regions of Russia (2019) and comparison of its results with the data of a similar survey of ten years ago (2009) make it possible to draw conclusions about trends in family education, as well as about which parents most successfully perform their educational role in the modern Russian family. In retrospect of the last ten years, alarming conclusions are being formulated about the reduction of parents’ authority as advisers. In the dynamics of these years there is a decrease in the attitude of children to be similar to their parents. Attention is drawn to the fact that most children do not view the family environment as comfortable for cohabitation with parents, which indicates the factors of disadvantage of these families. The desire of children to assert their financial independence by independently earning money for pocket expenses has been revealed. There is an increase in the number of children evading the answer about the sources of money, which may indicate improper practices in obtaining it. The given data of the comparative study make it possible to conclude that there has been an increase in certain deformation of parental roles in the family over the past ten years. The task of the family today is to contribute to the formation of life guidelines of children, offering them reliable starting conditions for achieving success. The scientific novelty of the study consists in the analysis of the influence of educational actions (omissions) of each parent on the formation of immunity in children from possible external negative influences taking into account modern social risks in society. Keywords: father, mother, family, children, parenting, trends in family education | 635 | |||||
623 | The problem of search of new methodological approaches, concepts, technologies for professional development of specialists, which is one of the important tasks of the system of higher professional education, is actualized. Attention is drawn to the need to attract students to participate in subject Olympiads as a resource for the professionalization of future teachers. The theoretical analysis and, to a greater extent, long-term observations of the author not only from the position of a University teacher, but also a specialist with experience in mentoring in the Olympic movement since 2010, as well as a survey of students allowed to determine the features of the teacher-mentor in this direction. The features of mentoring in the process of the Olympiad movement are considered. In accordance with the first feature, the mentor should contribute to the maximum disclosure of the individual talents of each participant. The second feature is connected with the fact that for the teacher mentoring is a productive way to improve their own competencies, as a variety of Olympiad tasks require high qualification of the team leader. It is emphasized that the qualification of the head-mentor is associated not only with erudition – knowledge of specific subjects, but also to a greater extent correlates with its focus on universal, common cultural values. This orientation points to the need to meet certain professional requirements and possess qualities that have universal values. The quality of the mentor, identified as a priority by the results of a survey of students – participants of the Olympiad. The third feature of mentoring in the Olympiad movement is considered from the position of related interests of at least three subjects of interaction: teacher-mentor, students and educational institutions. Features of interrelations of these subjects in the Olympic movement are specified. Taking into account the peculiarities of the organization of mentoring activities during the subject Olympiads allows us to speak about the successful support of professional development of future specialists. Properly organized mentoring activities specifies the vector direction and is focused on assisting future teachers in the acquisition of professionally significant qualities already in his student years. Keywords: Olympiads, mentor, mentoring, support, professional development of students | 634 | |||||
624 | Currently, the personality of each serviceman plays an important role in the development of a military specialty. The article examines the personality of a serviceman from the psychological point of view through the essence of the main mental properties, which include: focus, temperament, character and abilities. The article considers the strong-willed and emotional qualities of the personality, positive and negative habits, the military-professional education of the soldier, which is reflected in his discipline, which are important for a serviceman. The concept of «professionalism» is disclosed as the level of mastering a professional activity that meets the existing standards and objective requirements in the world. The dependence of the success of service and combat activities of servicemen on their professionalism has been determined. The article describes the structure of militaryprofessional competence, the realization of which by each serviceman contributes to the disclosure of their creative potential in favor of military activity, motivates them to successfully perform service-combat tasks. The article presents the results of the analysis to study the level of readiness to perform service and combat missions by various categories of servicemen. The data obtained indicate a high degree of readiness of the officers who took part in the experiment to perform service and combat missions. Contract servicemen and cadets who took part in the experiment showed a level of readiness to perform service and combat missions that did not go beyond the average values. The result of the experiment confirms that its participants have the necessary professional and personal qualities that contribute to the successful fulfillment of the assigned service and combat missions. The readiness indicators of contract servicemen and cadets who took part in the study push us to look for ways to increase the efficiency of servicemen’s performance of service and combat tasks in their daily activities. Keywords: serviceman, Rosgvardia, service and combat activity, personality, professionalism, professional qualities of a soldier’s personality | 634 | |||||
625 | The article is devoted to the influence of the Bologna process on the system of Russian education. For the last decade there has been a massive transfer of higher education to a twolevel system: bachelor – master. To obtain a bachelor’s degree, you must complete 4–5 years of training, masters are to study additional 1–2 years. A single-level system with obtaining the qualification “specialist” remains for some professions and areas of education. The reason for the transition to this model of education was Russia’s accession to the Bologna process in September 2003 at the Berlin meeting of European ministers of education. It should be noted that the reformation process was fully justified and we expect, since the optimization of such spheres of the state’s life as political, economic and social should have led to changes in the field of education. The article focuses on the difficulties appeared in non- linguistic universities in connection with the transition to a two-level education system and a significant reduction in hours of foreign language. We propose ways for solution of these problems, allowing students to master strategies, develop personal knowledge, interact with other subjects of the educational process and with the world as a whole. The introduction of modular training, the use of tests in the learning process will make it possible to coordinate the program of teaching foreign languages with a general curriculum, increase the competitive ability of Russian graduates and their level of professional training, and also organize turnout of highly qualified specialists with relevant skills for studying in European universities. Keywords: foreign language competence, Bologna process, non-linguistic university, two-level system of education, module training, linguo-didactic test | 633 | |||||
626 | The methodological features of the course “Modern History of the Countries of Asia and Africa”, which the author reads for historian students at TSPU, are examined, relying on a brief comparative analysis of textbooks on relevant issues. The chronological framework of the course, based on the oriental approach, is substantiated: manifestations of a systemic or structural crisis in the countries, that took place in the 17th – first half of the 18th centuries are selected as the starting line, for the most part, revolutionary events or important milestones of the national liberation struggle – for the finite. The author’s version of the course structure is proposed, based on the “call-and-answer” concept of A. J. Toynbee: the material is divided into three parts – “internal challenge” (crises of the beginning of the Modern Time), “external challenge” (forms and consequences of Western powers colonial policy in the East), “response” (reaction of the population of Asian and African countries to internal and external challenges). The theoretical basis of the course is described, which has a comprehensive character and includes a civilizational approach, elements of a Marxist theory and a theory of modernization, the first being responsible for structuring micro-level material, the second and third provide macro-level generalization. Keywords: methods of teaching history at the university, Modern history of the countries of Asia and Africa | 632 | |||||
627 | The issue of providing social and pedagogical assistance to a child from a dysfunctional family is being considered. The results of studying the “child in a dysfunctional family” problem are presented and the conclusion is made that a child in such a family is deprived of parental attention, supervision, care, and experiences difficulties in relations with peers and teachers. A review of well-known models of activity with a dysfunctional family is given, and non-traditional forms of work with a dysfunctional family are named. The available experience shows that today the direction of helping a child from a dysfunctional family is not sufficiently developed. A child growing up in a dysfunctional family lacks a significant adult. Such a significant adult can be a student-mentor, “family tutor”. Having a mentor in a child will help reduce intra-family conflicts, improve parent-child relationships, and possibly prevent social orphanhood. In this regard, in the framework of participation in the «Course for the Family» competition organized by the Timchenko Foundation, the project «Family Tutor» was developed. The implementation of the project included: the selection of students interested in participating in the project, their training, the definition of a group of children who need mentors, the creation of “child-tutor” pairs, and the conclusion of agreements with families. Today 10 pairs work, students are accompanied by curators, authors of the project. The relevance and practical significance of the project is evidenced by the fact that the “Family Tutor” was supported by the Timchenko Charitable Fund at the second stage of the “Course on the Family” grant competition. Keywords: dysfunctional family, child in a dysfunctional family, student tutor, accompaniment, social and pedagogical assistance | 632 | |||||
628 | Realization of pedagogical ways to solve the problem of maintaining physical activity of civil servants of power structures is constrained taking into account objective (increase of age and age-related changes of health, tense mode of professional activity, possible “office” character of work, violation of the mode of labour and rest, presence of pernicious habits, etc.) and subjective (disparity of level of knowledge about the role of physical activity in professional activity, actual situation of professional development of specialist; lack of skills to maintain physical activity at a level that ensures normal well-being, ability and efficiency of performing professional tasks; ignoring physical activity and sports) factors, defiant the decline of this activity. The analysis of foreign experience indicates a trend of increasing attention to the physical performance of public servants, physical activity as a factor in ensuring the ability to work. Understanding of physical activity as a phenomenon, conditioned by internal reasons, recognition of its biosocial nature allows including physical activity in the number of aims of continuous trade education of civil servants of power structures, such attributive characteristics, as independence, internal motivation and consciousness of man, must be taken into account in the practical instruments of it. One of the methods for increasing the effectiveness of maintenance of physical activity of civil servant in the security forces is pedagogical support. In the development and realization of individual models of physical activity an important role is played by the rich in content constituents of pedagogical support (organizationally-rich in content module of Form and Methods of Maintenance of Physical Activity of Servants, individual consultations, active forms, reflection, monitoring). Keywords: physical activity of civil servant of power structures, continuous trade education, pedagogical support | 631 | |||||
629 | The modernization of society raises issues of training personnel with developed innovative potential. In this situation, the issues of studying the specifics of the innovative behavior of the individual, the development of the innovative potential of students in the context of professional education are relevant. The study of innovative potential and innovative human behavior is based on an activity-based approach in psychology. Innovative activity creates favorable conditions for the development of personality, the effective use of internal potential. In innovative behavior, a person realizes his “actual potentiality”, the ability to transcendence, and personal growth becomes an actual state. For the development of the innovative potential of the individual, it is fundamentally important to develop the worldview of the individual, tolerance to uncertainty, and the need for self-realization. The problem of initiating innovative behavior is of great interest today. For modern pedagogy and psychology, the task of forming and developing a personality focused on innovative behavior is currently becoming urgent. Although the concepts of “formation” and “development” are close, the development process is still more significant in this issue, since it involves subjectivity, human activity. Currently, a promising model in the preparation of a modern specialist is a model of professional selfdevelopment, where the emphasis is on the internal activity of a person, the need for selfrealization. A necessary condition for the development of innovative potential is the educational environment, where a person is included in the cultural ties of society. The educational environment should contribute to the formation of an innovative culture of students, create a single and holistic process of innovative training of specialists. Keywords: innovative potential, innovative behavior, personal self-development, educational environment | 631 | |||||
630 | The facts testifying to the problems of modern education are given. One of the significant problems that many educators and teachers ascertain is a general decrease in motivation for education and, especially, in the study of school physics, which leads to shortcomings in the overall development of students. The drop in interest in physics among schoolchildren also affects the insufficient choice by graduates of schools of technical specialties in universities and the difficulties in studying subjects in universities, as noted by university teachers. The way out of this situation is to increase the motivation for the physics of schoolchildren from the very beginning of its study. As the study of questions of motivation to study the subject shows, it can appear only in activities that interest students, in most cases it is practical activity. Since the active inclusion of students in practical activities is currently hampered by a lack of time in the lessons, it is proposed to use students to perform home experiments to develop motivation for the subject – physics. The introduction of home experiments in grades 7-8 is based on the characteristics of adolescence, when students aspire to active independent or joint educational activities and this activity should be interesting and contribute to their success. Ways to increase motivation to study the subject based on home experiences are presented. Recommendations for teachers are formulated that contribute to effective results in terms of increasing motivation for the subject and obtaining additional and in-depth knowledge of students. Keywords: difficulties of modern education, motivation and cognitive interest in learning, the role of practice in teaching physics, home experiences as a means of developing motivation | 630 | |||||
631 | The paper studies some aspects of the formation of universal competencies (UC) in the course of theoretical physics for students of pedagogical universities. As an example, a fragment of the course of classical mechanics is selected, associated with finding the law of motion of the body in Newton’s formulation. Four types of tasks are considered, which differ mainly in the nature of the time dependence of the resulting force. When solving the problems of the module “Classical Mechanics” of a course in theoretical physics, knowledge from mathematical courses (Mathematical Analysis, Differential Equations) is actively used, which stimulates the students’ analytical and creative intellectual activity. The relevance of the topic is that the course of theoretical physics combines the disciplines of the natural science and mathematical cycles, and it is important to be able to fully use the knowledge accumulated by students to reach a new, integral level of understanding of educational information. The novelty of this approach is that it makes it possible to simultaneously form the scientific, research thinking of students; mastering the teaching methods of physical and mathematical disciplines (which is important for future teachers); to develop the creative potential of students when choosing a particular decision algorithm. The article shows how, when solving selected problems, students form a set of competencies of the UС-1 group. Keywords: physical and mathematical sciences, theoretical physics, classical mechanics, the law of body motion, differential equations, teaching of classical mechanics, teacher training, universal competencies | 629 | |||||
632 | The article describes the need for timely identification and qualitative analysis of the problems of distance learning, taking into account the preferences and interests of students and university teachers, consolidating their efforts to overcome difficulties and solve problems related to objective and subjective situations, the peculiarities of using distance learning technologies in the organization of the educational process at the university. In the current situation, burdened by the spread of a new coronavirus acute respiratory infection, which is caused by the coronavirus SARS-CoV-2 (2019-nCoV), the world education system (including higher education) is forced to turn to distance learning technologies. These technologies allow you to work remotely, maintaining the necessary distance, protecting the health of people (both students, teachers, and employees of higher educational institutions), excluding their close interaction during training, scientific research, in the admission campaign, in extracurricular work, etc. The authors describe the features of using the remote form of organizing training at the university so that it contributes to the maximum saving of students ‘ health, has a positive effect on their physical and mental state; minimizes the viral load in a difficult epidemiological situation; increases and develops digital literacy of students; “opens” new opportunities for remote work for the teaching staff. The article provides the data obtained in the study (survey) of the impact of the use of distance learning technologies on the health of the full-time and part-time students of the 1st – 5th year of studies of the area of training 44.03.05 Pedagogical education (with two training profiles) of the Institute of Psychology and Pedagogy Bunin Yelets State University. Keywords: higher education, educational process of technology of distance learning, the preservation of health, digital literacy | 629 | |||||
633 | The article looks into the issues of organization of children foreign language interaction in the conditions of summer linguistic camp. The article emphasizes the reasons of implementing the educational potential of extra-curricular cultural and leisure activities of children in the context of teaching foreign language communication and indicates the ways of optimal integration of teaching and recreation during the summer time and holidays. In accordance with the educational goals, the types and forms of activities, as well as methods of organizing children foreign language communication in educational leisure activities are determined, taking into account the dominant forms of communication (dialogue, cooperative, competitive), natural in terms of educational leisure. The article describes the experience of establishing the programme of summer linguistic camp, which is based on a modular structure built on the technology of mixed programming and which includes different modules – educational, creative and project. As an assessment of the effectiveness of the educational program implemented in the conditions of the linguistic camp, there is monitoring, including preliminary and final language testing. Thus, as a result of the study, the article identifies the necessary conditions for implementation of targeted and motivated foreign language interaction of participants in terms of extra-curricular cultural and leisure activities. Keywords: extra-curricular cultural and leisure activities, foreign language interaction, summer linguistic camp, motivational communication, forms of organization and activities, modular programme, monitoring of effectiveness | 628 | |||||
634 | As we enter the new millennium, the emerging reforms in the fields of secondary education and teachers’ education in China have raised new demands on the quality of teachers’ training. Professional-methodical training as an integral part of teachers’ education is closely related to the quality of teachers’ training. In order to improve the effectiveness of teachers’ training, this article examines and analyzes the history of development and the current state of professional-methodical training of teachers in China. Studies show that the development of this training is characterized by a late start, a short period of development, folding under the influence of Western countries, and in the context of educational reform, it faces enormous challenges, as well as new opportunities. The main characteristics of the current state of professional-methodical teachers’ training in China include: “blind” copying and borrowing the experience and models of professional-methodical training of other countries, while reforming teacher’ education, where national conditions and needs of general education are increasingly taken into account; the complexity of the system of professional-methodical teachers’ training, where the central place is occupied by the academic discipline “teaching methods”; practical orientation of professional-methodical training. And on the basis of the results of the study, constructive proposals are put forward for the further development and improvement of this training. To improve the system of professional-methodical training, it is necessary to reform it in three ways: to clarify the goals; improve educational programs; diversify assessment methods. Keywords: professional-methodical training, methodical training system, teachers’ training in China, history of professional-methodical training in China, the state of professional-methodical training in China | 628 | |||||
635 | The advantages of development of professionally significant qualities of students in project activity are considered, as well as the example of introduction of student’s projects in the proposals of tourist firms of the Oryol region is shown. The process of implementation of the project assumes the solution of a number of the tasks allowing to establish recreational and tourist needs of the region; to reveal preferences, forms, types of active holiday and awareness of subjects in them; to involve as many subjects as possible in recreational and tourist activities; to estimate efficiency of the activity. The project is being developed within the disciplines of the curriculum and an optional course. Protecting the project before the employer gives a chance to implement the project in practice. The questionnaire, developed by the authors to assess the effectiveness of the developed projects, allowed to identify important criteria that contribute to their implementation in the economic activity of tourist organizations. These criteria include profitability, relevance and social significance, innovation and author’s creativity, logical choice of form and organization, communication with the target and non-target audience. The result of training sessions was the implementation of three developed projects in the activities of the tourist operator of the Oryol region – LLC “S afari”. Keywords: project activity, professionally significant qualities, tourism, interaction with employers | 627 | |||||
636 | The paper considers the issue of organization and implementation of distance education in higher education institutions during the period of self-isolation and quarantine, established in many countries in connection with the spread of a new coronoviral infection. Examples of the main problems and trends revealed by sociological surveys of university instructors and students conducted in Russia and abroad have been described. Thus, the number of educational institutions had to introduce three main types of teaching and learning including asynchronous with students studying independently, synchronous based on web-conferencing services and blended covering both the types; the most popular trends in dealing with the implementation of digital teaching and learning indicated student volunteering activities in providing technological and psychological support to teachers and school students. The results of the online survey of university instructors and students in Tomsk State Pedagogical University conducted at the end of the spring semester 2020 have been exposed. The author identifies some possible directions of the university on work with digital technologies in education and implementation of successful cases and practices: an introductory stage of training university students and instructors how to use digital tools in the teaching and learning process, updating university digital platforms and tools, providing on-going technological and methodological support to university instructors, arranging seminars on best teaching and learning practices. Keywords: distance learning, online survey, self-isolation, electronic resources, digital technologies in education | 627 | |||||
637 | The article raises the question of finding effective forms and means of overcoming the value disorientation of the younger generation. As a solution to this problem, the author proposes to use the volunteer resource of student youth, to attract future teachers to work with children’s associations of different ages at leisure and recreation sites. The content, purpose, objectives, methods and forms of interaction between volunteers and children at such sites determine the spiritual and moral orientation of their joint activities. To understand the specifics of such social practice, the author of the article presented the rationale for the peculiarities of educational activities of a spiritual and moral orientation, concretized the pedagogical goals and the result of this activity, taking into account possible restrictions, methods of selecting specific types and forms of interaction between children and volunteers, which allow initiating the spiritual efforts of pupils to self-analysis of activities and behavior, to motivate them to choose creative ways of self-realization. These theoretical propositions have been tested in practice and have proven their effectiveness within the framework of the “Guys from Our Yard” project, which has been implemented for five years by students of the Solikamsk State Pedagogical Institute (branch) of the Perm State National Research University. The materials proposed in the article can be used by volunteer associations, student pedagogical teams for organizing educational activities of a spiritual and moral orientation at leisure and recreation sites (or in working conditions with children’s associations of different ages at the place of residence). Keywords: spiritual and moral education, volunteering, educational activities at leisure and recreation sites, children’s association of different ages | 627 | |||||
638 | The state’s development vector is currently aimed at innovative transformations. To create an effective innovation system in the country, it is important to prepare University students for professional activities and develop their innovative potential. An important condition in preparing students for innovation is psychological and pedagogical support. Support should be aimed at the formation of innovative competencies of students, personal development, expansion of self-education, assistance in the development and implementation of innovations. It is important that psychological and pedagogical support is focused on the design of the author’s system of student activity when mastering the basics of the profession. Psychological and pedagogical support in the educational process takes into account the logic of the natural development of the student at this age and socio-cultural stage. The model of psychological and pedagogical support for the development of innovative potential of students includes several components: motivational, informative, practical, evaluative, and diagnostic. The model combines the goals, objectives, and features of innovation in the educational environment. It should be focused on the development of innovative thinking, improving motivation, improving the quality of independent and team work, and selfdevelopment of students. When developing the innovative potential of students, it is necessary to use active forms of education: training, project activities, discussions, modeling, roleplaying and simulation games. Active forms of education help to develop students communicative competence, creative and organizational abilities, personal and professional identity. Psychological and pedagogical support for the development of innovative potential of students should be based on the principle of transition of opportunity to relevance. With the development of innovative potential, students move to a qualitatively new level through self-development and professional improvement. Scientific and research work, which is focused on the practical implementation of the results of intellectual activity, is of great importance in the preparation of students. Keywords: innovative potential, psychological and pedagogical support, educational environment, personality | 626 | |||||
639 | The professional difficulties of teachers and the educational difficulties of primary schoolchildren, updated by the regime of total distance learning caused by the spread of COVID-19, are highlighted. The author concludes that regulatory and cognitive UUD are insufficiently formed in children, which entailed the educational helplessness of the child. The reason for this is the lack of focus on educators on the formation of the ability to learn and the relationship between subject and universal educational activities. The author discusses why distance learning cannot be the basic form in elementary school: the harmful effects on children’s health, the destruction of general cultural skills, technological risks, the destruction of living contacts with adults and other children. The author shows how the didactic scheme of the lesson and the professional functions of the teacher have changed: from intermediary to organizational and methodological. The main features of the online lesson and the typical mistakes of teachers during its conduct are highlighted. It is shown how it is possible to attract parents to the implementation of different models of interaction with the child in home schooling. The author predicts how the traditional lesson will change due to the teachers getting the experience of intensive distance learning in elementary school, which didactic and methodological aspects will become relevant. Keywords: distance learning, universal educational activities, lesson, elementary school (student), interaction | 626 | |||||
640 | The article presents the results of a study into differences in ideas of a conflict situation among boys and girls studying at a teacher training college and the correlation of ideas of a conflict situation and the level of self-esteem and claims among the students. The conducted research contributes to the solution of the actual for modern education problem of forming teachers’ conflict competence. The purpose of the article is to analyze the difference in ideas of a conflict situation among boys and girls and to outline the directions of psychological and pedagogical work on the formation of future teachers’ conflict competence. The research methodology was the analysis and generalization of scientific works and publications of native and foreign psychologists on the problems of ideas in psychology, conflict situation and conflict competence, self-esteem and claims, as well as the use of adequate psycho-diagnostic methods (projective, subjective scaling) for empirical study of students’ ideas of a conflict situation, self-esteem and claims and statistical methods (analysis of differences significance, correlation analysis) to study differences in ideas of a conflict situation among boys and girls and to study the correlation between ideas of a conflict situation and levels of self-esteem and claims. The results of an empirical study into students’ ideas of a conflict situation, self-esteem and claims of students demonstrate the absence of significant gender differences in the studied constructs. Statistical analysis of the data revealed differences in the ideas of a conflict situation among young men and women with different levels of self-esteem and claims and direct correlation between the studied indicators. It is proved that negative ideas of a conflict situation correlate with passive strategies of conflict behavior (evasion, concession) and low level of selfesteem and claims, and, on the contrary, positive ideas of a conflict situation correlate with active strategies of conflict behavior (compromise, cooperation, competition) and adequate level of self-esteem and claims. The results and conclusions presented in the article can be taken into account while training specialists at secondary vocational education institutions and can be used to develop a program to form conflict competence of students at a teacher training college, which can be implemented in the form of an elective course or psychological training. Keywords: ideas of a conflict situation, conflict and conflictological competence, level of selfesteem and claims | 625 | |||||
641 | Nowadays the use of authentic videos at the lessons of foreign lessons in secondary schools is an urgent topic for research and study. The use of video at the lessons contributes to the formation of skills and the development of skills of one of the most important types of speech activity – speaking. Comparing the facts, cultural characteristics, and the behaviour of people in society, we form a positive attitude to the culture of the country of the language being studied, using modern techniques and techniques for working with video materials. The article describes the criteria for selecting authentic videos and the main stages of working with video materials that can be used at the lessons of foreign language in secondary schools. The article presents the results of a study on the influence of various authentic videos on the process of improving the skills of monologue speech. The article demonstrates the tendency of the effective use of authentic videos in the process of improving the students’ speaking skills and the positive dynamics of the students’ attitude to the learning process as a whole. The necessity to develop speaking skills through the use of authentic videos in the educational process is also shown, noting that this process will be given special attention in the following scientific papers. The results of the study allow us to outline a strategy for further work with video materials. Keywords: mastering speaking skills, authentic video materials, monologue speech, foreign language, secondary school | 624 | |||||
642 | The purpose of this article is to consider the possibility of using the technology of step-bystep formation of mental actions in the process of teaching children the elements of research activity, as a means of developing the cognitive abilities of younger schoolchildren with mental retardation. The material of the study was a theoretical analysis of scientific and methodological literature on the topic of research: the theory of step-by-step formation of mental actions by P. Ya. Galperin; the provisions on the development of cognitive abilities of younger schoolchildren as a result of developing training by V. V. Davydov, A. V. Zaporozhets, L. V. Zankov, A. N. Leontiev; approaches to the development of cognitive abilities of children with mental retardation by N. V. Babkina, L. N. Blinova, A. D. Vilshanskaya, G. N. Penin, U. V. Ulenkova, L. M. Shipitsina. The theoretical analysis of the scientific and methodological literature suggests that the technology of step-by-step formation of mental actions can be effectively used to teach younger students with mental retardation the elements of research activity at different levels of independence and complexity, and thereby develop students’ cognitive abilities. The relevance of addressing the topic of the development of cognitive abilities in children with mental retardation (hereinafter referred to as PDA) is due to the fact that this category of children is one of the numerous groups represented in general education organizations that implement inclusive educational practice, since PDA can be observed in most categories of children with disabilities and is secondary in nature. Keywords: mental retardation, cognitive abilities, educational and cognitive activity, research activity, technology of step-by-step formation of mental actions, indicative basis of actions | 624 | |||||
643 | The question of professional tasks of a preschool education teacher is discussed. Pedagogical activity is a process of solving professional tasks of various types. The article describes the psychological task, as one of the types of professional tasks in educational activities. The specificity of the psychological task in a teacher’s practice is its uncertainty. The uncertainty of the task is related to an individual’s perception of a situation, his personal attitude towards that situation, the individual experience of solving such problematic situations and the presence of personal meanings regarding what is happening in the context of the general level of psychological maturity of a person. This implies the variability of solutions. The choice of pedagogical actions is connected to a number of conditions: the perception of the situation, attitude towards the situation, the emotions it causes, the experience of solving problematic situations and the preferred behavioral models and the desired outcome. The article describes the informative characteristics of the three solutions of the psychological problem. The following situation is psychologically competent: a wholesome perception of the situation, the attitude towards the situation as a meaningful one for others (a personally and socially significant situation), feelings are associated with internal experiences shared with feelings of others; decisions are aimed for benefitting all of the participants of the situation, the result is defined as useful and significant for other people, for society, along with their own achievements. The article provides an example of solving a psychological problem by a teacher in the form of a case in accordance with the third option. Appeal to the groups of universal and general professional competencies, indicated in modern FGOS VO, showed that each of the designated competencies contains not only psychological terminology, but also contains ideas of a variable approach towards their development. One of the options for the development of professional competencies, in our opinion, is the use of a task approach that includes a combination of different types of tasks. In the typification of professional tasks noted in the FGOS VO 3 ++, the psychological task is included in broad nominations of such types as accompaniment, cultural and educational, organizational and managerial, methodical. Keywords: tasks of a teacher’s professional activity, a psychological task, an open type problem, a teacher’s psychological competence, system approach, subject approach, humanitarian paradigm of education | 623 | |||||
644 | The main purpose of this article is to illustrate the historical emergence and developing of elementary schools, men and women gymnasiums in Siberian territories in the period of of the 17th - early 20th centuries using archival materials from the unique school museum of public education in Tomsk. The dynamic of formation and functioning of the various types of ecclesiastical educational institutions and class purpose are presented. On the basis of data from the archival funds of the Museum of Public Education of the city of Tomsk, the role of prominent public figures and Siberian educators P.I. Makushin and G.N. Potanin in the construction of new schools and the creation of various educational societies, including the Society for the Care of Primary Education. The distribution of literacy experience is illustrated by means of creation free libraries, book shops and accessible museum on the Tomsk province territories. Today more than a hundred municipal and departamental museums operate on the territory of the modern Tomsk region. Most of these museums have special sections containing archival documents and exhibits, dedicated to education. The article describes the history of the Tomsk school museum of public education, which documents a complete picture of school education during the existence of the Tomsk province until 1925. Archival documents also reflect the current state of the teaching staff, the content of educational programs and achievements of the school educational system. Keywords: elementary school, gymnasium, ecclesiastical seminar, library, museum stock, archival materials, enlightenment, social activity | 623 | |||||
645 | The article uncovers the conceptual approaches to interpreting of personal selfdetermination. The fundamental statements, as the authors state, continue to be relevant from the modern scientific point of view. The authors assume that this notion research results may steer the direction of further research of the personal self-determination characteristics within the inclusive education field. The given object/process phenomenon is in focus of philosophical, sociological and pedagogical studies. The contexts of each of those sciences are used to address the actual complex tasks of the research. The discussion touching different philosophical concepts is based on the speculation in regards to: what it the level of personal freedom impact on the professional growth of a person, how do the external social circumstances affect the personal choices, how do family, personal and social factors of the past affect the behavioral strategies. The sociological approach evaluates the specifics of selfdetermination as an element of goal-establishment and a social role-based behavior. The psychological approach defines the procedural characteristics of self-determination and its determining internal factors. The personal and subject-behavioral psychological approaches are the most productive bases in considering the issue of the self-determination for people with limiting life circumstances during the period of their professional establishment in the inclusive educational environment. Keywords: personality, personal self-determination, positive psychology, education, professional education, personal potential, inclusive education | 621 | |||||
646 | Introduction. Today, the quality of education is determined not by acquired knowledge, skills, but by the opportunities for developing the spiritual and creative potential of the personality of participants in the educational process. Rethinking the criteria for assessing the quality of education in Russian education at the beginning of the twenty-first century reveals the conditions conducive to the development of creative abilities of a person in pedagogy of art. Changing the criteria for the quality of education leads to changes in the goals of education, as well as determines the need for understanding the process and the results of pedagogical activity not only at the level of teaching methods for the subject, but at the level of general pedagogical approaches focused on personality development. The purpose of the study is to identify participants in the educational process in the process of teaching composition and color science, to develop and test in practice a series of tasks aimed at developing the personality of students. Material and methods. In the course of the study, we used a set of methods. The main theoretical provisions and conclusions of the study are based on the analysis, synthesis and systematization of material on the problem of goals and values of pedagogy of art, the development of creative abilities of a person. Empirical research methods (studying the products of students’ activities, a pedagogical experiment) were used during the testing of a series of tasks aimed at developing the personality of participants in the educational process. Results and discussion. The pedagogy of art determines the harmonious development and formation of the spiritual and creative personality of the participants in the educational process (student and teacher) as the goal and value of personality-oriented education. In pedagogy of art, a personality-oriented approach is important to combine with a semantic approach that focuses students on understanding the meaning, meaning of artistic expressiveness – learning the language of visual art. Conсlusion. The analysis of theoretical sources, as well as the results of testing tasks on the basics of composition and color science, revealed that the development of creative abilities of a person provides the following conditions: 1. The personal significance of the content of education, the value motives of learning. 2. Providing pedagogical support for the student’s personal development. 3. The combination of a personality-oriented approach with a semantic approach in teaching composition, color science. Keywords: art education, pedagogy of art, personality development, basics of composition, basics of color science, personality-oriented approach, semantic approach | 620 | |||||
647 | The article considers the urgent problem of improving the competitiveness of Russian universities in the global educational space. The problem is initiated by a challenging requirement to the system of Russian higher professional education, specifically, to comply with the modern pace of world development. This requirement is included in the list of global challenges for universities and is designated in the State Program of the Russian Federation “Development of Education in 2013–2020” as one of the crucial tasks of modernization and development of higher professional education. The launch of Project 5-100 has been the main vector of modernizing Russian higher education. The article aims to analyze the main provisions of Project 5-100, the methodology of world rankings ARWU, QS, THE and their indicators, the positions of Russian universities in the global educational space by the example of Tomsk Polytechnic University (TPU), as well as to develop corrective measures. The main research methods were as follows: analysis of pedagogical literature, Project 5-100 documentation, methodology of world rankings ARWU, QS and THE, as well as analysis and synthesis of the information obtained. The study analyzed the positions of MIT (Massachusetts Institute of Technology), Lomonosov Moscow State University and TPU in the world rankings and identified two groups of TPU activities: TPU strengths and underachievements with regard to QS ranking. As well, measures to fix underachievements by improving the quality of ranking indicators and providing the development of a multilingual environment, retraining teachers and revising educational programs were provided. An effective condition for the consolidation of the proposed measures, it is suggested to implement the teaching methods that would create conditions for the development of a multilingual environment, specifically, the methods involving the integration of subject knowledge and foreign language. The assumption regarding the effectiveness of methods integrating subject and language knowledge is based on their potential to strengthen the practical orientation of language practice among students and teachers, as well as reduce the time resource for mastering a foreign language for professional communication. Keywords: higher education, university competitiveness, world university rankings, methodology of leading world rankings, QS, THE, project 5-100 | 620 | |||||
648 | The article is devoted to the analysis of such social phenomenon as tolerance to children and adolescents with developmental disorders. It contains a fragment of research carried out by the authors during 2009–2017. Based on the analysis of the answers given by representatives of three socio-demographic groups (pupils in secondary schools, students of higher educational institutions, adults) to the author’s questionnaires their attitude to children with disabilities from four categories was studied: children with mental retardation, cerebral palsy, blind and visually impaired, deaf and hard of hearing. Adult respondents express less tolerant attitude to children with disabilities, in comparison with students and schoolchildren: 45.9 % object to teaching their children together with a child with developmental problems, 41.2 % speak out for separate education, 33.9 % object to joint extracurricular activities. 82.5 % of students and 76.6 % of adults are not ready to provide voluntary, even temporary, assistance. A comparative analysis of interaction with them in various spheres and situations is described. In general, the studied groups are characterized by differences in the answers to the questions, suggesting and not suggesting personal involvement in the situation of interaction with such a child, more pronounced in the responses of adult respondents. The differences in the level of tolerance, as in different social situations of interaction and in relation to different categories of children with disabilities were obtained. Keywords: tolerance, schoolchildren, students, adults, children with mental retardation, hard of hearing and deaf children, children with cerebral palsy, visually impaired and blind children | 619 | |||||
649 | Prognostic competence is necessary for future specialist’s professional stability and perspective. It is also necessary for his prognostic orientation in the education system ensuring its effective organization. In this work, we consider the structural and content characteristics of pedagogical magistracy student’s prognostic competence. The author formulated three components of competence: knowledge, activity and motivational-value. A criteria-based assessment has been developed for pedagogical magistracy student’s prognostic competence. It includes indicators and levels of prognostic competence formation, as well as diagnostic tools that allow to determine the effectiveness of pedagogic magistracy student’s prognostic competence formation. We provide a questionnaire to identify the level of cognitive component formation of magistracy student’s prognostic competence. This questionnaire shows the level of conceptual and categorical apparatus possession of scientific and pedagogical forecasting, terminology of the problem, knowledge of the methods and ways of forecasting in pedagogy, strength and completeness of theoretical knowledge assimilation in forecasting. It also shows the idea of modern forecasting methods in the educational system and the possibility of combining it with traditional methods, the use of their skills to predict their professional activities. The results of the study may be used by teachers that train future pedagogical specialists in higher educational institutions. Keywords: pedagogical magistracy, university education, forecasting, prognostic competence, structural and content characteristics | 619 | |||||
650 | The problem of socialization of students with autism spectrum disorders is addressed. One of the main problems of interaction with adults and peers is violation of communication owing to the distorted perception of reality. The analysis of strong and weak points of use of speech components of children of the specified category is carried out and one of the modern approaches to enhancing communication processes – the use of alternative communication is presented. The inclusion of scripted (scripted, automated) phrases in the learning process, social interaction, and game allows children with autistic range disorders to form the communication skills that are necessary for their inclusion in a society. The article presents examples of social scenarios that mimic children in the classroom. The significance of the diagnosis of speech typologies in ASD is determined, which is due to the determination of the educational path of social communication in children with ASD. The analysis of the behavior and interaction of autists with adults was also carried out according to the following criteria: a large volume of nouns, imitation of nouns, a small number of imitations, wider use of narrative sentences, the presence of correlations of the subject’s concept of a word. In this regard, among children with ASD, both reference and expressive children can be distinguished. Keywords: children with autism spectrum disorders, communication, referential and expressive speech type, social and echolalistic scripting | 618 |