Keyword: «pedagogical model»

The article is devoted to the formation of the social and communicative competence of the pedagogical college students in the implementation of the new educational standards. The authors offer the pedagogical model of social and communicative competence, describe the steps and the tools of realization.

The paper describes the structural model of health-saving technologies for training students of medical universities. The author determines tasks, goals, leading learning functions of health-savings technologies for training students of medical universities. The role of health saving technologies in the future professional activity of medical students is being substantiated.

The priority of creative abilities, critical thinking development, activization and popularization of creative activities involvement, is currently one of the main long-term objectives of Russian education. Among the topical problems of this kind is the pedagogical support of the creative activity of college students. The author suggests using arts and crafts as an available and effective means of forming a creative personality. The purpose of this article is to describe and summarize the experience of organizing arts and crafts classes for students. When developing the model of pedagogical support, we used such theoretical approaches to work as: systematic – ensuring the integrity, hierarchy and logic of constructing the pedagogical model; personal – aimed at creating a pedagogical process that ensures the disclosure of the creative potential of the individual; archival research method – aimed at comparative analysis of mass and innovative pedagogical experience generalization; creative – contributing to the development of aesthetic perception of the world, productive activities and critical thinking. As diagnostic methods of research when working with the students of control and experimental groups, we used: testing, questioning, research conversation, pedagogical observation, interviewing. The article presents the results of positive dynamics in the formation of creative activity of college students, based on the study of a number of criteria: cognitive, motivational, activity, creative and emotional. Nevertheless, the problem of college students’ creative activity formation by means of arts and crafts in modern pedagogy has not been studied well enough. The theoretical significance of the article is in clarifying such concepts as creative activity, the phenomenon of arts and crafts and pedagogical support.

The system of preschool education is currently focused on the use of effective forms, methods and means of developing cooperation among older preschool children. The use of robotics classes has an impact on various aspects of the development of preschoolers, including providing ample opportunities for children to accumulate experience of cooperation with peers in the process of solving joint tasks. The purpose of the work is to consider the theoretical foundations of the organization of cooperation of older preschool children in the process of robotics classes and the development of its scientifically based pedagogical model. The theoretical methods used were the analysis of scientific and pedagogical literature, generalization and systematization of the results of scientific research, as well as pedagogical modeling. The methodological basis of the research was made up of systematic, personality-oriented and activity-based approaches; principles of cooperation: flexibility, continuity, tolerance and consideration of mutual interests. In the course of the research, the content and structure of robotics classes with various robotic devices are revealed; situations of development of cooperation of older preschool children during robotics classes are proposed; the pedagogical model of organizing cooperation of older preschoolers in the course of robotics classes is theoretically substantiated. The research material provides an opportunity to develop diagnostic tools and build measurement procedures.

The development of students’ research competence remains one of the priorities for modern school education. However, in practice, it is often carried out mainly outside regular classes and in a fragmented way, while within lessons it is reduced to performing elementary operations. This article analyses hypothesizing as a general learning skill, the mastery of which can contribute to the development of schoolchildren’s research competence. The purpose of the article is to theoretically substantiate and describe a concept of the step-by-step development of the hypothesizing skill among secondary school students. The leading methodological basis for designing the concept is the systems activity-based approach, which allows hypothesizing to be considered as a meaningful, motivated, and verifiable action carried out in the process of solving cognitive tasks. Teaching to advance hypotheses is examined as a means of developing specific aspects of research competence in the course of learning and cognitive activities. The proposed pedagogical model includes goal-oriented, content-related, procedural, and methodological components, as well as diagnostic criteria and pedagogical conditions for integration into the learning process. The model reflects the relationship between mastering hypothesizing techniques and the development of cognitive, operational, and personal components of research competency, which makes it possible to align the development of skills enabling hypothesis building with the assimilation of specific subject content. The theoretical significance of the study lies in clarifying the role of hypothesizing as a learning skill and in substantiating the possibility of its purposeful development as a cross-curricular competence. The practical significance of the study is reflected in the model’s orientation toward classroom implementation (without the need for radical restructuring of lessons) and in the possibility of its flexible application in various educational contexts, provided that appropriate pedagogical conditions are created. The developed model can be employed in pedagogical experiments aimed at testing its effectiveness and assessing its potential for application in educational practice.