RU

№ 10 (October)

Full text Read online
The article deals with the problem of developing interpersonal interaction competence among adolescents, which is rather relevant for modern society. Modern teenagers often do not feel the need for interaction, joint social actions and prefer virtual communication, escape from reality. The purpose of the work is to study the level of the of interpersonal interaction competence development among adolescents in the process of organizing teamwork during the implementation of the program "School of Active Growth", which is a set of events and actions that form them, aimed at organizing the relationships among team members. Based on the conducted information and analytical review, as well as on our own experience of educational activities in children's social associations, we found the form of organization of interpersonal interaction among students through building of a team of like-minded people. The article presents the examples of specific activities within the framework of the program. The author notes the positive experience of organizing teamwork in the development of interpersonal interaction of adolescents on the basis of 76 educational organizations of the Omsk region for two years. The total number of participants in the program is 760 teenagers at the age of 12-15 years. The study showed that, on average, a high level of development of interpersonal interaction competences was detected in 67.2% of respondents after participating in the implementation of the program, an average level – in 48.8%, a low level – in 9.3%. The obtained results allow us to state about the development of interpersonal interaction competences among adolescents when they are included in the organized process of working on the thematic units of the program. The theoretical significance of the research is as follows: the modular structure of the content of the process of developing the interpersonal interaction competences among adolescents is defined, including three blocks: motivational, substantive and final; the criteria for assessing the level of the of interpersonal interaction competences development among adolescents are identified. The practical significance of the research lies in the implementation of the program "School of Active Growth", aimed at organizing team work, determining methods for diagnosing the level of interpersonal interaction competences development among adolescents. The sphere of application of the research results: children's public organizations, general education organizations, social centers, the Ministry of Youth Affairs and youth policy departments, institutions of additional education.
Full text Read online
The rapidly developing information society imposes special requirements on graduates of secondary vocational education. The necessary qualities and abilities corresponding to the modern stage of life are reflected in the federal state standards of both secondary general education and state standards for the profession. The requirements are set for personal, subject, meta-subject results, as well as for general and professional competences. The importance of the formation of meta-subject results and general competences of students of secondary vocational education is increasing, since this process and the means for its implementation have been studied extremely poorly. In this regard, the problem of the formation of meta-subject results and general competences of students of secondary vocational education is actualized. The main means of solving this problem is characterized ‒ tasks with multicomponent drawings that have educational potential and can be applied to the formation of both meta-subject and general competences in the professional training of students of a multidisciplinary technical school. A structural and functional model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school is constructed by means of pedagogical modeling. The purpose of the article is to characterize the components of the model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school. The article substantiates methodological approaches to research: meta–subject, competence–based, personal activity-oriented and cognitive-visual ones. The principles of personal and professional self-determination, universality, reflexivity, interdisciplinarity, integrativity, variability are defined within the framework of the selected approaches. The objective, theoretical and methodological, structural and technological, substantive and evaluative–effective components of the model based on the use of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school are characterized. In addition, the core of the model is clearly presented in the form of the formation of meta-subject (personal, regulatory, communicative, cognitive) results and general competences that allow us to reach the level of a highly qualified specialist through appropriate universal learning actions, while using the learning tool we are studying. The significance of this model in the form of a social order and the direct purposefulness of the model itself is formulated in the target component. The theoretical and methodological component reveals the approaches, principles and concepts necessary to disclose the content of this problem. The structural and technological component reveals the technical, technological and structural elements. The content component helps to identify the elements and didactic functions of the meta-subject potential of tasks with multicomponent drawings. The evaluative-effective component contains assessment tools that allow us to monitor the dynamics of the formation of meta-subject educational results and general competences of students of a multidisciplinary technical school through the use of tasks with multicomponent drawings. The theoretical significance of the study lies in the substantiation of the components of the structural and functional model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school. The practical significance of the study lies in the possibility of applying the developed structural and functional model in the educational organization of the secondary vocational education system.
Full text Read online
One of the important and topical issues of teaching related languages is the admissibility and expediency of using the native language of students in the classroom. The question of the role and place of the mother tongue in the process of learning foreign languages has been relevant for almost 150 years. With different methods, there was a different attitude towards them: from complete recognition to absolute negation. The purpose of this article is to find out if it is necessary and important to include Russian when learning Polish. The theoretical basis of the article is the research of domestic and foreign scientists, and the practical basis - the materials of modern Polish language textbooks and teaching aids, as well as our own teaching experience. The aim of the communication approach, which is currently popular in Poland, is to develop communication skills in a foreign language. At the same time, the mother tongue is not taken into account, and the teaching of linguistic norms plays a secondary role. The study of related languages has its own specificity. It is a kind of return from content to form, to apply the comparative method in the classroom, because the similarity of languages entails a discrepancy between the receptive and productive skills of students. Therefore, overcoming negative transfer is one of the teacher's main tasks. The Russian language, which is used in some working techniques in the lesson, can help a lot in solving this problem. It is primarily an analysis of similar linguistic structures in Polish and Russian, a linguistic drill, as well as the so-called didactic translation, necessary to practice the acquired skills and final control. The practice of teaching Polish shows that the communicative approach should be modified for Slavic groups. More attention needs to be paid to the comparison of languages in learning grammar and translation exercises, which are teaching tools of the grammar-translation method. This will allow us not to give up the basic principles of the communicative approach and at the same time to use the potential of the students' mother tongue. This requires special textbooks and manuals that take into account the specifics of the contingent of students and the tedious work of the teacher to prevent and eliminate errors arising from interference processes.
Full text Read online
Creative competence as an integral characteristic or systemic quality is revealed as a part of the study of creativity in the activities of teachers, educators and lecturers. Thus, the relevance of the study is determined by the fact, that there is no unambiguous understanding of the creative competence of teacher and educator at the moment. The framework of this paper was to define this category as well. The analysis and systematization of existing national and foreign theories are based on approaches that describe the subjectivity of a teacher, the concepts of understanding personal creativity and inspiration in pedagogical work, and the competence-based approach in teacher education. The purpose of this study was to determine the essence of the creative competence of a teacher, educator and lecturer. In particular, an attempt was made to describe the personal qualities of a creative teacher that contribute to the development of a professional pedagogical activity. The goal of the study was to propose the structure of the creative competence of a teacher, educator, and lecturer. Creative competence is presented as a three-component structure; CC is an integral quality of the teacher's personality, which includes the teacher's competence system, creativity as a personal characteristic and motivation for creation in pedagogical activity. It is determined that the formation of creative competence is based on the system of components of personal motivation, creative activity and the creative process with knowledge, general skills and teaching skills in various subject areas. The transformation and modernization of education reveals a high level of need for a teacher who can simultaneously demonstrate creativity in practice and implement the innovative tools and technologies for the motivation of students and their involvement in obtaining and creating new knowledge.
Full text Read online
Ensuring the interconnection of educational and professional standards is the basis for the formation of bachelors’ competitiveness at the university. This process requires an organized professionally-oriented interaction that allows future graduates to prepare for the effective professional work of various types. A competitive specialist in modern world is someone who can better solve professional problems through interaction with professional partners and consumers. Therefore, the role of organized professionally-oriented interaction at the university is increasing, which makes it possible to prepare future graduates for the effective professional work of various types. In this regard, the importance of universal competence 4 (UC-4) – "Communication" increases. It actualizes the need for knowledge of communicative culture and culture of interaction including that in a foreign language. The purpose of the work is to simulate the process of forming the competitiveness of the future food industry bachelors in the process of professionally-oriented interaction in a technological university using a foreign language component and describe the final model. To combine the acquired knowledge on the problem of content and the formation of competitiveness, the method of pedagogical modeling was used, which allows combining empirical and theoretical aspects in pedagogical research and combining logical constructions and scientific abstractions with pedagogical experiment. The result of the study is presented with the use of a model for the formation of competitiveness among future specialists in the food industry in the process of professionally-oriented interaction at a technological university using a foreign-language component, which includes interrelated blocks: target, organizational-content, performance-evaluation ones. The theoretical significance of the research results lies in the fact that the developed model complements pedagogical theories and methods of forming competitiveness in the process of obtaining higher education. The practical significance lies in the introduction of a model for the formation of competitiveness of bachelors of the food industry in the process of professionally-oriented interaction at the university in the area of training "Product technology and catering organization" in the educational process of Penza State Technological University.
Full text Read online
An urgent problem of modern psychology and pedagogy is the motivation of educational activity, which is a universal condition for the development of an individual during schooling, a factor in the effective assimilation of information and the ability to use the acquired knowledge in practice. The formation, development and retention of the acquired knowledge and skills is the leading goal in organizing the learning process, focused on the comprehensive development of children. This goal is noted in the priority areas of the Federal State Educational Standard., The provisions on the modernization of school education, the improvement of the forms and methods of teaching children are considered as tasks in the implementation of this condition. The leading criterion in the choice of pedagogical tools for the implementation of educational activities is the potential of methods and forms that contribute to increasing the motivation for attending classes, training and learning. The problem of motivation to attend classes is especially relevant for physical training lessons at school. In this regard, we see the need to find ways to create conditions for the formation and increase of schoolchildren's motivation for physical training through the integration of educational subjects. The purpose of the article: to theoretically substantiate the model of increasing the motivation of schoolchildren to physical training through an integrative approach, to reveal its structural and component composition, the content of the stages. To solve the set goal, a model for the implementation of an integrative lesson in physical training is presented on the basis of interdisciplinary connections that contribute to an increase in the level of motivation of schoolchildren, the essential characteristics and structural components of this model are identified; the requirements for the created model are determined; the content of the model of increasing the motivation of schoolchildren to physical training classes through an integrative approach is presented. Special attention is paid to the program for the implementation of tools for the integration of physical training classes with such subjects as physics, biology, chemistry, which is a structural element of the content block. The article describes the results of a diagnostic study aimed at determining the degree of application of integrative teaching methods to physical training lessons and their potential in increasing the motivation of students to physical training lessons. The theoretical significance of the study lies in the fact that the results of the study will help to deepen the understanding of the specifics of schoolchildren's training at physical training lessons; expand scientific understanding of the ways of using integrative approaches in physical training lessons. The practical significance of the study lies in the direction of its results to improve the process of increasing the motivation of schoolchildren to attend physical training classes, effective inclusion in the process of acquiring knowledge within the framework of this discipline.
Full text Read online
The article continues the author's scientific work [1–3] in the field of methodological competence of a modern teacher. The relevance of the topic is emphasized by new changes related to the qualification requirements for teachers in accordance with the new Professional Standard for Teachers, which came into force in Russia on September 1, 2022. The purpose of the study is to analyze approaches to the concept and structural elements of a teacher's methodological competence as a part of professional and pedagogical competence. Methods of analysis, periodization and forecasting were used for this work. Analysis and periodization were used in the process of studying the main approaches to the concept of methodological competence, highlighting the stages of development of scientific and pedagogical thought on the topic of the article and their characteristic features; the forecasting method helped to raise the question of the prospects of the system of secondary general education in Russia, based on the regulatory requirements provided by the new Professional Standard for Teachers. The scientific novelty of the study lies in the presentation of the evolution of scientific and pedagogical thought in the field of methodological competence in the 1990-s, 2000-s, 2010-s and early 2020-s. In particular, the author revealed the following dynamics of the topic development: from the narrow ideas of researchers that the methodological competence of a teacher is reduced only to knowledge of the methodology of teaching one's own subject (1990-s) to the inclusion of the personal characteristics of the teacher in this concept (2000-s), methodological attempts to identify the components of methodological competence (2010-s) and, finally, to measure (diagnose) the methodological competence of the teacher by proposing appropriate methods (2010-s – early 2020-s). The theoretical significance lies in the fact that the author clarified the content of the "methodological competence of a teacher" concept, clarified the structure of methodological competence. Also, the theoretical significance lies in the fact that the results of the study can serve as a basis for writing other scientific papers on this topic. The practical significance is due to the fact that the results of the study can be used in the development of a criteria-level complex for the development of methodological competence of teachers, aimed at identifying the level of development of the structural components of methodological competence, which are identified by the author on the basis of the analysis: subject-activity, cognitive, personal, information technology, analytical and reflexive ones. In the course of analyzing approaches to the concept and structural elements of methodological competence, the author comes to the conclusion that methodological competence is an important type of professional and pedagogical competence, since the level of teacher's professionalism depends on it.
Full text Read online
The relevance and significance of the study are due to the trends in the development of Russian education. Modern higher pedagogical education is focused on the formation of the personality of a future teacher, ready for changes in society through the improvement of creative abilities, the ability to communicate effectively and cooperate with other students, as well as motivation to solve educational problems. At all stages of the learning process, the professional motivation of the future teacher has become of great importance as a special personality trait that allows one to improve and develop professionally. In this regard, the question arises: what are the ways to increase the professional motivation of the future teacher in the process of studying at a pedagogical university? Objectives of the study: to clarify the concept of "professional motivation of the future teacher" in the context of modern pedagogical experience, to identify ways and forms of increasing motivation in the process of teaching at a pedagogical university. The subject of the study is the professional motivation of the future teacher in the process of studying at a pedagogical university. The study used a comprehensive approach, including the analysis of scientific literature, as well as a questionnaire, which allows determining the initial level of formation of professional motivation of future teachers. The authors of the article identified ways to increase the professional motivation of a future teacher in the process of studying at a pedagogical university, studied their role in the professional development of a future teacher, identified the main factors, methods and means that influence the process under study, and analyzed the motivation of a future teacher to work in pedagogical sphere. The authors of the work present the results of a study of the initial level of the formation of professional motivation of future teachers in the process of training at a pedagogical university, which was carried out on the basis of the Mordovian State Pedagogical University named after M. E. Evsevyev. Based on the results obtained, we can conclude that pedagogical activity requires from the future teacher certain qualities and incentives for its implementation and depends on competently set goals and objectives of pedagogical activity. The work has a theoretical significance, as it characterizes the algorithm of actions for the formation of professional motivation of the future teacher in the process of training at a pedagogical university: drawing up a “map of motivators”, forming and developing a pedagogical orientation, stimulating and developing a set of competences, using the practice-oriented approach for the formation of professional motivation of the future teacher. The practical significance of the work lies in the fact that its results can be used to improve the process of forming the professional motivation of a future teacher in the process of studying at a pedagogical university, as well as in teaching practice, etc.
Full text Read online
Preschool education is assigned a task not only to form ideas in children and develop their skills and abilities, but also to ensure the ability and readiness to live in modern society, achieve socially significant goals, interact effectively and solve life problems. The purpose of the study was to identify the organizational and pedagogical conditions for the development of communicative abilities of children aged 6–7 years in the process of using a Lego set. The leading research methods were: analysis, synthesis, comparison and generalization of psychological and pedagogical research works and methodological literature on the research problem, pedagogical experiment, method of mathematical statistics – G-criterion of signs. As a result of the study, the structure of communicative abilities was revealed, which includes three key components – cognitive, behavioral and emotional, in accordance with which the criteria and indicators for the development of communicative abilities of older preschoolers are determined, and the levels of their development (initial, normative and advanced) are characterized taking into account the peculiarities of communicative abilities development among children of senior preschool age. The development of communication skills can be considered as an accompanying task of any additional education program, including technical one. Thus, two areas are combined in the course of the implementation of the additional general educational (general developmental) program "Lego-city" within the framework of the study: teaching the basics of constructing using a Lego set and developing communication skills. The theoretical significance lies in the definition and characterization of the component structure of the communicative abilities of older preschool children. The practical significance lies in the selection and experimental testing of diagnostic tools, presented in two series (for children and educators), to identify the level of communicative abilities development among older preschool children; working out and testing the program for the development of communicative abilities of older preschool age children in the process of "Lego-city" construction with the use of a Lego set. The study may be relevant for the teachers of preschool and additional education, as well as for students of pedagogical areas of training.
Full text Read online
In the conditions of an information civilization, the processes of globalization and the simultaneous humanization of society, rapid transformations are taking place in the education system. A modern school that legitimizes the right of every child, including those with health impairments, to receive education does not have time to provide the technological component of the multilevel process of learning and upbringing. Younger schoolchildren living through the period of reaching a new level of personal development and adapting to the new requirements of society are particularly vulnerable. Almost all students with health impairments at the initial stage of training have a disorder of school skills in the form of violations of writing (dysgraphia), reading, and general underdevelopment of oral speech. The purpose of our research was to work out a training program that, in addition to speech therapy technologies, would include didactic tools capable of influencing intentional acts of students’ consciousness, thus regulating cognitive activity, and increasing the effectiveness of speech technologies to overcome dysgraphia. The article analyzes interdisciplinary approaches to teaching younger schoolchildren with dysgraphia from the positions of didactics, psychology, logopedics, and neuropsychology. The didactic potential of sense techniques in the form of “sense tasks” is considered. The method of didactic modelling was chosen as the main method of experimental work to assess the effectiveness of the dysgraphia overcoming program using “sense tasks”; among the methods of the empirical level are observation, experiment, and comparison. The research results showed the possibility of a corrective effect on the speech characteristics of younger schoolchildren with dysgraphia by means of a didactic program using “sense tasks”. The best dynamics had schoolchildren with regulatory dysgraphia according to neuropsychological classification, demonstrating the effectiveness of meaning techniques in influencing the emotional, volitional, and cognitive sphere of schoolchildren, ultimately improving the characteristics of programming activities and self-control. Improvements in writing performance were observed in groups with acoustic dysgraphia and dysorthography. The article is of interest to methodologists and teachers of primary education, speech therapists, and neuropsychologists of secondary schools.
Full text Read online
Maintaining the mental health and well-being of the individual in the educational environment is an urgent problem for higher education institutions, especially in times of social, economic, political challenges. The issues of the psychological well-being of young students and the prevention of mental disorders are attracting more and more attention of researchers and specialists in psychology and practical medicine, and more and more often these issues are brought to the strategic level of the goals of educational management. The purpose of this article is to analyze the models of functioning of psychological services in the system of higher education in Russia and mainly in the USA. At the moment, Russian universities do not have a unified concept for the implementation of comprehensive assistance and support for students in all courses of study. The authors present the experience of functioning of the interuniversity psychological support service for students, created on the basis of the Privolzhsky Research Medical University (Nizhny Novgorod). The study conducted by the authors analyzes the level of mental health, as well as the severity of depressions and anxiety symptoms among students of Nizhny Novgorod universities. The results of the study show that the average level of the physical component of students' health is higher than the level of the psychological one, which was confirmed statistically. However, in general, the level of the physical component has an average manifestation that probably affects the level of psychological health and mental well-being of students to a greater extent. The study of the level of depression showed that 43,5% of students had signs of depression: 22% – symptoms of mild depression, 17,5% – moderate and 6% – severe. 46% and 64% of students have signs of a high level of reactive (situational) and personal anxiety, respectively. These conditions can significantly affect learning outcomes. The results obtained showed the need to invite a psychiatrist to join the service. The considered model of the interuniversity psychological support service can become a prototype for the creation of regional centers for psychological and psycho-psychiatric care for students during the period of study with the assistance or in the structure of medical universities.
Full text Read online
The low level of physical activity of students indicates an unformed need for movement and poorly developed motivational readiness for independent studies, which is of particular relevance in distance learning, since the effectiveness of distance learning depends on the correct motivation of students. The aim of the work is to study the process of formation of students' motivational readiness for physical activity in the context of digitalization of education.
Full text Read online
The relevance of the topic under study is due to the importance of the German experience for other countries in the framework of the implementation of sustainable development policies. The purpose of the study is to analyze the extent to which Germany attains the UN sustainable development goals and national goals. The article assesses the achievement of Germany's sustainable development goals, changes in the state and implementation of key indicators for the period from 2016 to 2021. The completeness of providing information on the implementation of sustainable development goals was analyzed. Problems in the implementation of the German sustainable development policy are identified and sustainable development goals are noted that may not be achieved by 2030.