Keyword: «comparative pedagogy»

The relevance of the study is due to the growth of interethnic conflicts in the regions of Russia. In the modern period of globalization, informatization, democratization, integration in Russia, the doors for interaction with the foreign cultural world community are opened. In this regard, there is a contradiction between the increase in the degree of multiculturalism in society and the preparedness of the individual for these changes. Therefore, multicultural education is increasingly becoming the focus of many scientific and political discussions, which has led to the fact that this phenomenon is an unchangeable characteristic of the contemporary world, including Russia. Research of foreign practice becomes relevant in the period of globalisation. The main goal of theoretical comparative research of polycultural education in schools of Russia and Canada is to identify prospects of polycultural education development in Russian secondary schools. The results of theoretical analysis of scientific pedagogical literature concerning methodology of comparative pedagogical researches are presented. It was discovered that pedagogical research has four levels of methodology. There are philosophical level, basic scientific level, specific scientific level, technological level. On a philosophical level, the basis of research of polycultural education is humanism idea. The main methodological problem of comparative research is the ratio of universality, singularity and secificity categories. On a basic scientific level we emphasise systematic approach as abasic one. Also common principles of the polycultural education research were emphasised. It was discovered on a specific scientific level that basic concept of the research is world educational space. Methodological principles are principle of development, principle of universal relation, principle of active personality, principle of variability, principle of coherence. Basic approaches are: cultural approach, complex approach, historical approach, axiological approach, quantitive and qualitative approaches, interdisciplinary approach. The methods are described on technological level: analysis, synthesis, comparison, compilation, theoretical analysis, comparative analysis, interview, survey and questionnaire.

The article is devoted to the actual problem of the project technologies implementation in the field of media education. In the conditions of the information society, the importance of information increases at an uncontrolled rate, which poses new challenges for the educational environment, especially in educational institutions. Teaching media information literacy, on the one hand, and professional media information education, on the other, are key areas in the process of educating schoolchildren and students who are ready to live in conditions of dynamically changing processes. The purpose of the article is to analyze the successful experience of implementing project work in the field of media education in the Federal Republic of Germany under the conditions of a full-day training system to analyze the possibilities of its implementation after adaptation on the basis of national pedagogy. The leading method of empirical research was observation and included observation in the framework of internships in the Federal Republic of Germany with the aim of analyzing the system of project-based training in full-time schools of various Federated Lands. The key attention is paid to the study of Hamburg’s full-time schools as a land where this form is the only one. In addition, the article pays considerable attention to the organization of project activities, in particular the media education activities of schoolchildren. The key result of the article is the described mechanics of project work organization in full-time schools in Germany, features of the media education projects implementation, directions for dissemination on domestic ground. In particular, these methods can also be applied in the higher education sector as a part of student project activities development in the framework of specialized media education, as well as integrated into other areas of media education. The review of scientific literature in the areas of research, the proposal of the author’s definition of the term “full-time school” have theoretical significance; practical significance is made up of empirical material, analyzed in the study, that gives an idea of the practice of implementing media education projects in various full-time schools of Germany.

The development of full-time schools in the Federal Republic of Germany is associated with a qualitative restructuring of the general education system. So, in 2002, a boom in the development of full-time education began, which manifested itself in the mass restructuring of schoolchildren training organization principles. Hamburg became the pioneering land in the development of full-day schools, where in the mid-2000s, all secondary schools (including district schools and gymnasiums) became full-time schools. One of the key principles in the functioning of full-time schools is project work, which provides flexible educational trajectories and the rejection of traditional homework. In recent years, there has been a steady trend in the development of media and information education, which is associated with the formation of media competences, which in turn ensure the achievement of meta-subject results, such as soft- and self-competences. The article discusses key positions in the field of modern study of full-time schools in both German and Russian scientific discourses. The current legislation in the field of media and digital literacy is analyzed. Also, an important focus is the critical understanding of the practice of implementing the full-time education model through the prism of perception of students, as well as teachers and heads of educational organizations. The aim of the article is to analyze the positive experience of full-time schools in Hamburg as the land, where this form is the only one. In addition, the article pays considerable attention to the organization of project activities, in particular the media educational activities of schoolchildren. The key result of the article is the described mechanics of organizing project work in full-time schools in Germany, the peculiarities of implementing media educational projects, and directions for disseminating this experience on domestic soil. In particular, these methods can also be applied in the higher education sector as a part of student project activities development in the framework of media education both specialized and integrated into other areas. The theoretical significance is represented by a review of the scientific literature on the research topic, and proposal of the author’s definition of the term “full-time school”; practical significance is represented by the empirical material analyzed in the study, which gives an idea of the practice of implementing media educational projects in various full-time schools in Germany.