List of abstracts, 2023 all issues
issue 1 (41)
| THE EDITORIAL | |
| BERMOUS A. Key words: higher education, information society, imitation of educational practices, academic cheating, ghostwriting, McDonaldization of education. | ACADEMIC CHEATING AND IMITATIONIN AT HIGHER SCHOOL AS AN ONTOLOGICAL CHALLENGE TO THE EDUCATION OF THE XXI CENTURE
The problem of academic cheating and the practice of implementing imitations of educational activities in higher education are considered as a fundamental social problem and an ontological challenge that requires rethinking of the essence and significance of education in the XXI century. The purpose of the article is to classify imitative educational practices that take place in a university, to clarify the problems of the causes and consequences of these phenomena, and to determine the possibilities of responding to these challenges both at the level of semantic grounds and in the aspect of practical measures to prevent them. Based on the analysis of Russian and English literature in the field of pedagogy, sociology, social philosophy, social psychology, philosophy of education and other humanitarian disciplines, a conclusion is made about the global nature of imitation practices in higher education in a post-industrial society. There are also attempts to classify and determine the ontological origins and historical and cultural foundations of various types of academic cheating: ghostwriting, compilation of scientific texts, the “copy-paste” phenomenon, artificial methods for increasing the originality of texts, etc. The author relies on an interdisciplinary approach, methods of sociological analysis, principles of humanitarian methodology, structural analysis and application of the methodology of content analysis of texts on social, humanitarian and pedagogical topics. |
| NAZAROV A., PLATONOV A., PROKHOROVA E., SOKOLOVA E. Key words: online learning, model of pedagogical activity, EMI, methods of teaching foreign students. | PRACTICE OF USING THE EMI MODEL FOR TEACHING INTERNATIONAL STUDENTS
The article describes the results of using the EMI model as a means of teaching physics to foreign medical students. The model has been actively studied for several years by Russian and foreign scientists although the potential for its application in Russian universities has not been sufficiently researched. The authors propose an improved EMI model that takes into account the digital technology and teaching aid potential capacities. The structural elements of the model functionality ensures the formation of a productive educational environment both for teachers and students as a learning process subjects. The model helps to reduce the language barrier problem in mastering the course, decrease the stress level among students, overcome the problems of language training for teachers, create comfortable environment for studying. The «Physics, Mathematics» online educational module designed on the Blackboard e-learning platform was used as an online means of teaching and organizing the educational process in the General Medicine area of training. The analysis of the foreign students initial level of training on the basis of the all-India NEET exam result database was carried out. The Physics, Mathematics discipline study based on the improved EMI model and the author teaching methods in a digital environment showed the effectiveness of the proposed model. |
| MIRONOVA N. Key words: potential, digital technologies for teaching literature, lifelong literary education, system of methodological training of literature teachers. | DIGITAL TECHNOLOGIES POTENTIAL OF LITERATURE EDUCATION IN THE SYSTEM OF METHODOLOGICAL TRAINING OF LITERATURE TEACHERS
The article actualizes the problem of using digital content in higher pedagogical education. In particular we are talking about the potential of using digital technologies for teaching literature in the system of methodological training of language teachers. The article reveals the main indicators of digital literacy of a student-philologist, a future language teacher, ready to use digital content in their subsequent professional activities. The obtained empirical data are comprehended and processed using qualitative and quantitative methods of analysis: descriptive statistics, analysis of percentages, isolating the quantitative and qualitative dynamics of the appeal of philology students to specific digital technologies in the study of methodological disciplines. The reasoning for assessing the respondents' appeal to digital technologies in the process of their own learning and the validity of the need to use them in their future professional activities was modified as follows: the functions of digital technologies identified on the basis of students' answers were singled out. The results of the experimental work testify to the legitimacy and scientific and methodological feasibil-ity of using digital learning technologies in the context of lifelong literary education. |
| BORZOVA E., SHEMANAEVA M. Key words: foreign language education, didactic tools, Kahoot / Quizlet, mingles, mind maps, problem-based learning, gamification, flipped classroom. | DIDACTIC TOOLS IN FOREIGN LANGUAGE TEACHING PRACTICES AND RESEARCH PAPERS
Methodology for teaching foreign languages has developed a wide variety of didactic tools that embrace methods, techniques, aids, materials, tasks, and activities for teaching foreign languages in diverse contexts and formats to people of different ages for different goals. The purpose of the study is to identify a few didactic tools widely covered by researchers lately and, based on the foreign language teachers` answers to a questionnaire, to find out if the teachers are aware of the tools which have proved effective and if they apply them in designing the logistics of their teaching and student learning practices. Materials and Methods. The materials for the study were selected through the authors` brain-storming and random choice of a few didactic tools which are frequently covered by researchers and highlighted by foreign language teachers during seminars conducted by our department. As a result, the authors focus on Kahoot / Quizlet as popular services for subskills formation; mingles as an interactive form of learners` classroom management; mind maps as a way of information processing for varied purposes; problem-solving tasks for the foreign language communicative competence development; gamification as a systematic implementation of gaming elements in the class-room; flipped classroom as an option of independent student activities management. In addition, the authors used search engines, websites and databases to compile statistics concerning the description of the selected tools in academic papers. The questionnaires offered to teachers aimed to reveal if they are familiar with these tools and if they apply them in the classroom. Results. According to the study, practically all the respondents know the selected tools, though they do not incorporate all of them into their practices for different reasons in spite of their proven effects. Mingles, mind maps and Kahoot / Quizlet appeared to be the least used. Discussion and Conclusion. The study revealed a certain gap among researchers` focus, teachers` awareness and practical application of the didactic tools in the classroom. The authors conclude that there is an urgent need to work out special summative reviews, or digests, and guide-lines based on research and backed up with practical examples and to widely promote them in pre-service as well as in-service foreign language teacher education. |
| KLJUSHNIKOVA E. Key words: self-poisoning program, sober outlook, method «Pentagram U-sin», affirmation and preservation of sobriety, sobriety pedagogy. | THE CONCEPT OF «SELF-POISONING PROGRAM» IN THE CATEGORIES OF THE «U- SIN PENTAGRAM» METHOD: PEDAGOGICAL ASPECT
At the present stage in the upbringing of the younger generation, the formation of sobriety is relevant. But a teacher who does not have the appropriate knowledge will not be able to effectively contribute to the formation of a sober worldview. Therefore, it is relevant to study not only the methods and ways of forming and maintaining sobriety, but also the theoretical understanding of the mechanism for the emergence and functioning of dependence on intoxicants. The object of research in this article is the «self-poisoning program» with intoxicants. The purpose of the study is to develop a model of this object. The categorical-symbolic method «U-sin Pentagram» was applied. The patterns of the process of formation and functioning of the «self-poisoning program» were revealed: 1) cyclicality; 2) five states; 3) relationships of support and control. Conclusions: 1) the process of formation and functioning mechanism of the «self-poisoning program» proceeds and functions according to certain rules; 2) the «program of self-poisoning» can be strengthened and destroyed; 3) education is needed to initiate and activate the processes of destruction of the program; 4) it is possible to destroy the «program of self-poisoning» by psychological and pedagogical methods. Areas of application of the results: 1) theoretical studies of the system object «self-poisoning program»; 2) practical activities to manage the processes of formation of a «program of self-poisoning» in the field of education and upbringing. |
| PLOTNIKOVA V., GLUSHANOK T. Key words: tourism education, project activities, digital competencies, Internet technologies, digital educational environment. | THE ROLE OF PROJECT ACTIVITIES IN THE FORMATION OF DIGITAL COMPETENCIES OF STUDENTS IN TOURISM UNIVERSITY
The article change in business processes in the field of tourism and hospitality determines the need to improve the quality of professional education in these areas and actualizes the training of specialists who are ready to work in a rapidly changing world full of digital technologies. The digital competence of students of a tourism university is formed in various types of activities, including project activities. Projects of new services and products implemented through a variety of Internet technologies are the basis for the development of the tourism and hotel business. This fact determined the purpose of this work - to study the content of digital competencies, analyze the pos-sibilities of their formation in the process of mastering the disciplines in tourism and hotel business majors for bachelors degree, identify Internet technologies used in the preparation of student projects and develop recommendations for pedagogical support of project activities for future specialists in the field of tourism through the use of digital resources. At the first stage of the research work, the analysis of the curriculum disciplines was carried out, aimed at identifying the possibilities for the formation of digital competencies, and a survey was also conducted among students of the Tourism Department of Petrozavodsk State University. As a result of the survey, the most popular Internet technologies used in project activities among students were identified and it was noted that students most often present the results of project activities in the form of presentations, videos, in combination with the design of technological and technical documentation explaining the nuances of the service provision. At the second research stage the characteristics of Internet technologies were specified and examples of their use in educational university process were highlighted. It led to the conclusion that project-based learning is the key to the development of a whole range of competencies, and the material on Internet technologies studied during the training of individual disciplines is sufficient for training tourism university graduates. At the third research stage recommendations were clarified on the organization of pedagogical support for the project activities of students and the formation of their digital competencies. It was noted that this process is based not only on training digital resources skills in future professional activities, but also on the professional interaction of teachers and students through the digital educational environment of the university, in particular, online training courses, final qualification works of graduates, textbooks, teaching aids and scientific articles of the teaching staff presented on the educational portal of the university and in the electronic portfolio. An important role in improving digital competencies is played by such instruments as Moodle, WebCT, Blackboard, WebTutor platforms, as well as the video conferencing system installed on the university's servers: TrueConf, Zoom, BigBlyBatton, which reflects the general logic of the transition to a digital society. Based on the results obtained, it was concluded that the key forms of student learning should be cooperation between vocational education and business in various fields of activity, including project activities. As a result, it was recommended to organize pedagogical support for the project activities of tourist university students, contributing to the formation of digital competencies. |
| STEPANETS L. Key words: first-graders-foreigners; vocabulary; language diagnostics | DIAGNOSTICS OF THE VOLUME OF THE VOCABULARY OF FIRST-GRADERS-FOREIGNERS
Insufficient vocabulary is one of the main sources of school poor progress of first-graders-foreigners. The identification of knowledge and use of words is facilitated by language diagnostics of children entering the first grade of Russian state schools of compulsory education. The purpose of this study is to determine the volume of foreigner vocabulary and identify gaps in knowledge by diagnosing lexical units in student speech. To achieve this goal, the analysis of scientific and methodological literature, diagnostic testing, quantitative analysis and descriptive methods were used. Diagnostics of vocabulary volume of first-graders-foreigners was carried out on specially selected lexical units necessary for communication and assimilation of the school curriculum. A picture dictionary (manuscript) was developed in which the visual material is systematized and grouped according to the thematic principle and includes the most commonly used Russian vocabulary in the first grade. It is a scientific novelty in the organization of the process of language diagnostics of first-graders-foreigners. The picture dictionary can be used as diagnostic material for input and final testing when determining the level of Russian language proficiency of first-graders-foreigners with poor language skills and in remedial group and individual work. In the course of the study, problem areas were identified on the main lexical topics, which are important both in terms of communication and in the learning process and the criteria for assessing the volume of the vocabulary were described. The results of the study of the volume of vocabulary can be used in scientific work in the field of methods of teaching Russian as a non-native language, as well as in the work of a teacher when planning educational material with first-graders-foreigners. |
| TEBENKOVA E., KAMINSKAYA M. Key words: secondary vocational education, general education discipline, design of educational results, educational and professional action, subject skill. | DESIGN OF DISCIPLINARY RESULTS ON BASICS OF LIFE SAFETY, TAKING INTO ACCOUNT THE CONTINUITY TO GENERAL AND PROFESSIONAL COMPETENCIES IN THE CONDITIONS OF SECONDARY VOCATIONAL EDUCATION
Current documents defining the priorities of the development of secondary vocational education focus on the fact that the level of mastering the content of the disciplines of the general education cycle acts as a qualification requirement for modern specialists and becomes a condition for the formation of the base of their professional competencies. In order to ensure the receipt of disciplinary results that are consistent with general and professional competencies in the educational practice itself, it is necessary to determine at the theoretical level what their specifics are in the conditions of vocational education and training. The authors pose the problem of insufficient theoretical validity of the existing methodological approaches to the design of the results of the development of general education disciplines in vocational education. Its solution is proposed based on the methodology of the competence approach to professional development. The role of general education training in the transformation of a school-type educational and subject action into an educational and professional, preparatory to labor action is shown. The author substantiates the design of such disciplinary results, the achievement of which guarantees the continuity of general and vocational education. Disciplinary competencies-skills are considered from the point of view of their evolution into general competencies taken at the initial level of their development. Subject skills are presented as elements and descriptors of future general and professional competencies. |
| DANG T. Key words: quality of training, bachelor's degree, journalism, Vietnam Academy of Journalism and Mass Communication. | THE QUALITY OF BACHELOR'S TRAINING IN JOURNALISM IN VIETNAM
In the modern public life of any country, the press always occupies a very important place due to its characteristics of information presentation and social orientation. The quality and accuracy of press information largely depends on the ability and ethics of the journalist. In Vietnam, most of the reporters, journalists, editors working in newspapers, magazines, radio and TV stations are former graduates of journalism and mass communications faculties in Vietnam, such as the Vietnam Academy of Journalism and Mass Communication, Faculty of Journalism of Institute of Social Sciences and Humanities – Hanoi State University, Faculty of Journalism of Institute of Social Sciences and Humanities – Ho Chi Minh State University. This article presents the results of a study of the quality of student training in journalism and communication at the undergraduate level in Vietnam. It can be an information channel to help leaders of journalism schools conduct research and reviews to research and adjust the content of their curricula so that graduates can have professional knowledge and skills that meet society's standards. |
| CHERNYAVSKAYA Y., SHALABODOVA A., CHERNYKH O. Key words: scientific style of speech; Russian as a foreign language; academic language; language tools; preparatory course. | ACADEMIC LANGUAGE: SCIENTIFIC STYLE OF SPEECH IN THE COURSE OF RUSSIAN AS A FOREIGN LANGUAGE
The article deals with the study of the scientific style of speech by foreign students at the pre-university stage of education. Foreigners have great difficulties studying in a Russian university if they do not speak the language of the educational and scientific sphere well enough. To understand special texts that sound in class or are set out in a textbook, it is necessary to know special language tools, lexical, grammatical and syntactic constructions. The authors show that the possession of an academic language cannot be associated with a communicative skill acquired in the social sphere. Successful experience of a foreigner in conversational communication does not give the student the necessary basis for using the Russian language in the educational and scientific field. More important for a student starting to study the scientific style of speech are the basic knowledge of grammar and word formation, which must be mastered in the form of a system. The consistency of knowledge allows you to reduce the amount of information stored. The communicative method should be supplemented by the method of conscious learning, because only with knowledge of the components of the model can one achieve an understanding of all phrases constructed according to this model. The article offers a variant of mastering the scientific style of speech in the course of Russian as a foreign language at the First certification level. |
| MARKOVA N. Key words: adaptation training, foreign language, first-year student, technical university, mutation method, two-level triadic decoding method. | CONCEPTUAL FIELD FORMATION OF «ADAPTATION FOREIGN LANGUAGE TRAINING» CATEGORY
Many high school graduates often find a higher technical professional education incompatible with the study of humanities. For example, there is a strong belief that a foreign language is not decisive in professional training. In addition, often first-year students focus on natural and technical sciences. Considering that school knowledge level of a foreign language as a rule is lower than the level initially required for mastering the university program. For this reason, foreign language lecturers at university face serious challenges. It is necessary to help students with weak basic training master the educational program. One of the possible solutions to the problem is «adaptation training of a foreign language». The research is relevant because adaptation programs for students with low basic training, allow building an individual educational trajectory of the educational program. The aim of this article is to form a conceptual apparatus of the subject area of adaptation teaching of a foreign language, based on the categorical-systemic methodology. A new approach to the study of the essential aspects of the phenomenon and the formation of its conceptual field is proposed. Fundamental categories identified by the method of two-level triadic decoding and the method of mutations are presented. The resulting synthesized concepts describe the category systematically and fully enough. This will help researchers, teachers of higher education to form a unified approach to the consideration of the essence and various aspects of «adaptation training». |
issue 2 (42)
| THE EDITORIAL | |
| VINOKUROVA N., LOSHCHILOVA A. Key words: upbringing, landscape education, future teacher, cultural heritage, nature management culture, cultural landscape, motherland studies educational practices, holism, integral cultural-historical approach. | METHODOLOGY AND TECHNOLOGY OF LANDSCAPE EDUCATION FOR FUTURE TEACHERS ON THE BASIS OF CULTURAL HERITAGE
In the context of the big challenges that our country is facing, education is a strategic national priority, playing a leading role in the sustainable development of the country. In this context, the upbringing of the future teacher, the formation of professionally significant personal qualities in him, his familiarization with culture is of paramount importance. This requires the search for new approaches and updating all components of the educational process of the university, including on the basis of the implementation of the educational potential of cultural heritage objects that crystallize spiritual and moral values, imperatives, traditions and models of cultural life. Among the objects of cultural heritage, cultural landscapes have a wide range of opportunities for the development of the personality of a future teacher. At the same time, in the theory and practice of education, their powerful educational potential is implemented extremely fragmentarily, the methodological and technological foundations of landscape education have not been developed, which determined the research problem. The purpose of the article: to develop and substantiate the conceptual and technological foundations of landscape education of future teachers based on cultural heritage. Materials and methods. The study involved the use of the following methods: theoretical analysis, systematization and generalization of scientific literature, design, modeling, construction. Results. As part of the study, a holistic understanding of the methodological and technological foundations of landscape education of future teachers based on cultural heritage was carried out, the essence of landscape education was determined; the key provisions of the integral cultural-historical approach as the basis of the landscape education of future teachers are substantiated; a pedagogical model of landscape education has been developed, presented at two levels. The specifics and structure of the academic discipline «Cultural Heritage of Russia and Motherland Studies Educational Practices», developed on an interdisciplinary basis and being one of the conditions for the implementation of the pedagogical model of landscape education, are disclosed. The identified and substantiated methodological and technological foundations of landscape education implement the ideas of humanism, integrality, co-evolution of man and nature, homeland studies, and intergenerational dialogue; contribute to the understanding by future teachers of inter-actions in the system «man-society ‒ nature – culture», understanding the educational potential of cultural heritage in the development of the student's personality, as well as their own civic responsibility for the future of the country and the upbringing of the younger generation. |
| RACHEEV N., NAZAROVA L. Key words: higher education, information society, immersiveness, agency, digital technology, immersive technologies, immersive learning, traditional educational technologies, innovative educational technologies, VR technologies, AR technologies. | DIGITAL AND NON-DIGITAL EDUCATIONAL TECHNOLOGIES IN HIGH SCHOOL: IMMERSIVENESS AND AGENCY
In the context of the development of the information society, the need for highly qualified, competent, adaptive professionals is increasing. In this regard, the system of vocational education is entrusted with a complex and important task of forming the foundations of innovative and proactive behavior among future professionals. Immersive technologies are one of the key tools for solving this problem. The purpose of the article is to identify and justify the immersiveness and agency of modern digital and non-digital educational technologies used in the higher education system. The authors rely on the methodology of a systematic approach, use methods of analyzing scientific and pedagogical literature on the problem of research, comparative analysis of educational technologies, observation, generalization. Based on the analysis of scientific and pedagogical literature, the essence of immersiveness as a way of perception that creates the effect of immersion in an artificially created environment is determined. Immersive learning technologies include technologies of virtual and augmented reality, augmented virtuality, mixed reality and represent a set of software and hardware tools that facilitate the student's immersion in an artificially created environment. The authors ranked educational technologies according to the degree of immersiveness, on the basis of which they developed a matrix of key factors that determine the immersiveness of educational technologies, and assessed them in terms of the degree of potential agency as the basis for proactive behavior. The analysis showed that not every immersive technology has sufficient agency potential associated with the proactive behavior of the future professional, his ability to take conscious initiative action. In this regard, an important task in the methodology of vocational training is to search for opportunities to increase the agency of students in quasi-professional and educational-professional activities by integrating innovative educational technologies and teaching methods in their most diverse combinations. |
| DOBRYNINA O. Key words: academic literacy; publication competence; epistemological, discursive, rhetorical and technical levels. | DEVELOPMENT OF GRADUATES’ AND POST-GRADUATE STUDENTS’ PUBLICATION COMPETENCE
Academic literacy and publishing competence make currently an integral part of a researcher’s general competence enabling him to publish successfully his research results in high-ranking journals. However, the abundance of rejections from the editorial boards that Russian authors receive indicated the need to develop their publication competence starting with the training of graduates and post-graduate students. This article presents the concept of «publication competence» as the author’s ability to prepare the manuscript for publication in the target journal in accordance with the problems and mission of the journal and to follow the discursive and rhetorical positions adopted by the academic community of the journal. Based on the analysis of Russian and foreign articles we have identified four levels of the competence: epistemological, discursive, rhetorical and technical (editorial). Our analysis of the knowledge and skills necessary to master these levels showed that teaching graduates and post-graduate students allows achieving the two latter ones. It is proposed to teach students within the framework of the course «Academic writing for Publication Purposes» or through a special (elective) course starting with the development of the lowest (technical) level of publication competence. At this stage students will acquire the ability to comply with requirements of the journal’s editorial board for manuscript design and to learn how to write abstracts in Russian and English. At the stage of the rhetorical level development students will learn how to analyze and practically apply rhetorical strategies that are typical for the academic community of the target journal in the process of writing, citing and critically analyzing the positions of other authors. As the result students will get hands-on experience of writing manuscripts that could be published in students’ and research journals. |
| OSTROVERKHAIA I. Key words: network project, social network, partnership pedagogy, teaching English for Specific Purposes to non-linguists, educational professional community, students’ independent activity, distant learning, technology of a network project organization. | THE «NETWORK PROFESSIONAL COMMUNITY» PROJECT AS A WAY OF ENGLISH FOR SPECIFIC PURPOSES ACQUISITION
The article presents the analysis of the author’s experience in organizing and conducting the innovative«Network Professional Community» project, implemented in a distant learning format during the first semester of the 2020–2021 academic year at Immanuel Kant Baltic Federal University in teaching English for Specific Purposes to students of the «Bioengineering and Bioin-formatics» specialty.The technology of organizing the «Network Professional Community» project, rested upon the idea of cooperation between a teacher and students and aimed at maximizing the involvement of students in practical use of the English language in professional and interpersonal communication, is considered.It is shown that a unique product created by the project participants is an English-speaking educational professional community on the VKontakte social network, which is daily and interchangeably administered by one of the students included in the target audience of the project, while the other participants and the teacher play the role of subscribers.The main stages of the implementation of the «Network Professional Community» project are proposed and characterized: brainstorming, preparatory, organizational, search-productive, functional, reflection-evaluative, and corrective stages.The results of the practical implementation of the «Network Professional Community» project are presented on the example of a pilot group consisting of 13 first-year students. Difficult and problematic issues of the organization of the project are indicated, as well as recommendations are made for improving the implementation of the project in the format of distant learning.The conclusion is made about the sufficiently high educational potential of the project, which manifests itself in the close cooperation of the teacher and students; in the wide involvement of students in the process of interpersonal and professional communication; in the development of foreign language competence, biological knowledge, soft and technical skills of students; in the students’ cognitive competence formation; in creating a unique educational product.The prospects for possible adaptation of the «Network Professional Community» project to the blended learning format are outlined. |
| SADOVSKAYA L. Key words: open educational resources, open science, continuous agricultural education, higher agricultural education, web resource navigator. | OPEN EDUCATIONAL RESOURCES AS A TOOL OF INFORMATION SUPPORT FOR AGRARIAN EDUCATION
The UNESCO concept of lifelong learning recognizes the growing need for quality education, with its central elements being the accessibility of educational resources and the use of information and communication technologies. In the context of the ongoing pandemic and various political events in the world arena, special attention is paid to the strategic food tasks of the state, the training of highly qualified personnel of the agricultural sector. The education system is changing: digital technologies are widely introduced in the educational process; new teaching methods are being formed. A special role is played by a tool of information support ‒ open educational resources (OER) – free accessible educational and scientific materials used both for professional self-improvement and for the creation of new training programs and courses. To identify the forms of representation, use and development of OER in higher and postgraduate agricultural education system, a set of tasks was posed: to clarify the meaning of key concepts of the research topic; to conduct a content analysis of scientific literature and web resources; to identify the roles, results, advantages and problems of using OER. The obtained data allows justifying the necessity of developing a «Navigator to OER in agricultural industry» (http://lib-os.ru/obrazovatelnye-resursy/navigator-oor-apk/) in the agricultural education system. Examples of models, statistics on the use of domestic and foreign OER included in the « Navigator» are given. It is determined that the use of OER contributes to improving the comfort and quality of training, reducing its cost. The results of the testing of the Navigator indicate that it is a convenient and informative tool for students, postgraduates and teachers and confirm the opinion that it is advisable to develop an aggregator of open industry sources of information on a single national educational platform. |
| MANTULENKO V. Key words: additional vocational education, development prospects, strategic analysis, continuing education, adult education. | DEVELOPMENT PROSPECTS FOR ADDITIONAL VOCATIONAL EDUCATION IN RUSSIA
The relevance of this research is determined by the growing situation of unpredictability, uncertainty, the high speed of changes takingplace in the external environment, new challenges and tasks facing the educational system of Russia. The research purpose was to determine the long-term objectives of the development of additional vocational education (AVE) in Russia based on a strategic analysis of this area and the own diagnostic study. The research methods include analysis, synthesis, generalization and systematization, a comparative historical method, a survey, methods of strategic analysis. The author considered global political, economic, socio-cultural and technological trends that determine the development of the AVE system today and in the near future, identified the main opportunities and threats for the development of additional vocational education that arise in the external environment under the influence of these factors, based on a competitive analysis of organizations that implement AVE, the strengths and weaknesses of small and micro business organizations, which have been actively developing in recent years, are also presented in this paper. On the basis of the analyzed and systematized data, the urgent tasks for the development of AVE in Russia are formulated: the creation of strategic partnerships between participants in the AVE market, constant monitoring of ongoing changes, and special attention to the quality of programs being implemented. As promising areas for the development of AVE in Russia, the author determined co-competition of educational brands, creation and maintenance of a wide range of offered products (courses, programs), including those that would allow the target audience to better navigate in the existing variety of market offers and build meaningful individual educational trajectories, the development of over-subject competencies in the formation and implementation of educational programs, finding a balance in the use of digital and analog work tools. |
| SHEGOLEVA L., AVERYANOV A., GURTOV V. Key words: professional competencies, educational program, artificial intelligence. | SOURCES OF COMPETENCIES FOR EDUCATIONAL PROGRAMS IN THE FIELD OF ARTIFICIAL INTELLIGENCE
The subject of research in this article is the sources and content of professional competencies for educational programs of higher education in the field of artificial intelligence (AI), their formulations and methods for identifying in conditions of insufficient definition of the boundaries and components of the field of artificial intelligence and a sharp increase in demand for specialists in this field. According to the results of the study, two professional standards in the field of AI, competencies proposed by the AI Alliance, employers' requirements presented in the form of wording of requirements for professions to job seekers in the texts of vacancies on job search portals can serve as sources. Specialization of educational programs can take place within the scope of AI technologies and their subtechnologies based on an approach based on the distribution of the shares of demand for methods, tools and areas of application in the corresponding field of AI technologies or subtechnologies. Examples of the transformation of professional competencies into disciplines of the curriculum are given. |
| IGNATEVA E., SHILOVA O. Key words: teacher's digital competencies, assessment tools, case meters, digital competencies formation level. | TEACHERS DIGITAL COMPETENCES: CURRENT STATE ANALYSIS
The article presents the comprehensive teachers digital competencies research results, including the justification of the methodology, the development of tools and its application. The research is based on the optimality and practical expediency principles. The authors find out what tools are most appropriate for assessing digital competencies, what is the state of teachers' digital competencies (on the example of St. Petersburg), whether the results of this research of teachers' digital competencies are comparable with the results of other researches. The research data analysis showed that teachers have medium and high digital competencies levels in general. There was no significant dependence of the digital competencies level on the respondents' gender, the education level, the type of school and the administrative role. There is a dependence on the subject taught and the participation of teachers in experimental work however. The least and most developed digital competencies are identified. An analysis of other research on the teachers' digital competencies development problem made it possible to identify similarities and differences in the results and identify issues for discussion. |
| KUZMENKO M., KAZKO E. Key words: competencies, professional competencies, teacher competencies, graduate competencies, primary school teachers, future teachers, graduates of a pedagogical university, self-assessment of competencies. | THE STUDY OF THE TEACHERS PROFESSIONAL COMPETENCIES ASSESSMENT AND SELF-ASSESSMENT
The article presents the results of a study aimed at the assessment of disciplinary and methodological professional competencies of future primary school teachers, as well as reflexive skills in the field of self-assessment of relevant competencies. The assessment methods were testing and questioning of graduate students using diagnostic materials. The data obtained as a result of the study allowed us to draw the following conclusions about the level of formation of professional competencies among graduates: the majority (58 %) of students have an acceptable level; 15 % of graduates correspond to the threshold level of formation of professional competencies; 27 % of students have reached the highest, optimal level. The analysis of the results of students' self-assessment of professional competencies showed that only 50% of students adequately assessed their competencies, 40% of graduates are characterized by overestimated self-esteem and 10 % of graduates are characterized by underestimated self-esteem. Self-assessment of methodological competencies was carried out by students more successfully and accurately than subject competencies. A comparative analysis of the results of self-assessment in the tasks of the subject and methodological part allows us to conclude that the indicators are quite similar and consistent both for complex tasks and for those that caused minor difficulties. There is no direct relationship between the success of tasks and the success of self-assessment. The results of the study made it possible to determine the deficits of the future teachers’ subject-methodical competence, the main professional difficulties of graduates of pedagogical universities. The study revealed a number of problems and relevant areas for improving the training of future primary school teachers, in particular, the need to: adjust the content of work programs in specialized disciplines, pedagogical practice programs, taking into account the identified professional deficits; purposeful development of graduates' reflexive skills in the field of self -assessment of professional activity. |
| LUBEK D. Key words: ethno-cultural education, ethno-pedagogical competence, modular approach, competence-based approach, regional approach, technological education. | EDUCATIONAL MODULE «ETHNOCULTURE OF KARELIA» IN THE CONTEXT OF ETHNOPEDAGOGICAL COMPETENCE FORMATION FOR FUTURE HANDCRAFT TEACHER
The article substantiates the relevance of the modular approach to the formation of ethnopedagogical competence for future technology teachers. The essence and structure of the concept «ethnopedagogical competence of a technology teacher» are revealed: the ethnocultural and pedagogical components in the ethnopedagogical education of future teachers in the subject area «Technology» are identified and analyzed. The author's model of ethnopedagogical competence formation for future technology teachers is briefly characterized. The main place in the article is taken by the substantiation of the content and methods of implementing the propaedeutic educational module «Ethnoculture of Karelia», the organization of students' activities based on the modular learning technology.To evaluate the results of experimental work, the criteria for ethnopedagogical competence are proposed, they are: cognitive, affective, behavioral-active and reflexive, as well as the corresponding indicators and measuring indicators. The individual and general results of the experimental work effectiveness evaluation are presented. Conclusions and suggestions for further research of the problem are formulated. |
issue 3 (43)
| THE EDITORIAL | |
| BABAKOVA T., DOBRININA O., YUSUPOVA L. Key words: academic literacy, academic writing in Russian and English, Academic Writing Centre, higher education, polyfunctional and collaborative approaches; continuous and staged education, bilingual, transdisciplinary and interdisciplinary approaches. | ORGANIZATIONAL AND DIDACTIC APPROACHES TO CREATING AND FUNCTIONING OF ACADEMIC WRITING CENTRE IN A REGIONAL UNIVERSITY
The requirement for educators’ and students’ publishing activity increases the number of publications; however, it does not noticeably affect the quality. The problem of the quality of Russian authors' publications should not be solved only by focusing on the leading universities, where most academic writing centers operate today, but by supporting the initiative to develop academic writing in small (regional) universities. The solution of organizational, methodological, personnel problems in the regional university is associated with the integration of its own resources and directions in the development of academic writing. The goal of the article is to present the research results aimed to identify a set of organizational and didactic approaches to creating and functioning of Academic Writing Centre in a regional university. The analysis of domestic and foreign sources on the problems of academic literacy, academic writing, and academic writing centres practices in higher education was used to determine a set of approaches to be implemented in the work of Academic Writing Centre at a regional university. The empirical part of the research involves testing the suggested approaches in the activities of the Petrozavodsk State University Academic Writing Centre, analysing and evaluating the results of the experimental work through questionnaires and interviews. The article suggests the following approaches to the functioning of such academic writing centers: 1) organizational (polyfunctional and collaborative approaches with continuous and staged introduction of academic writing courses into teachers' and students' curricula), 2) didactic (bilingual, transdisciplinary, interdisciplinary, practice-oriented, and interactive approaches). The set of approaches is expected to gradually and systematically develop academic writing in a regional university. The article presents the results how the above mentioned approaches have been practically implemented in the activities of the Petrozavodsk State University Academic Writing Centre. The research results revealed in the article contribute to the development of the theory and practice of academic writing in Russian higher education. It is expected that the implementation of the approaches presented will allow gradual and systematic development of academic writing in a regional university. |
| YERYOMENKO T. Key words: academic dishonesty, bibliometric analysis, Dimensions system | PROBLEMS OF ACADEMIC DISHONESTY IN PUBLICATIONS OF FOREIGN AUTHORS: BIBLIOMETRIC ANALYSIS
The results obtained by studying the array of publications of foreign authors based on the data of the international scientometric database Dimensions in order to assess the dynamics and distinctive features of the formation of modern scientific discourse on the topic of academic dishonesty are presented. The main research method was bibliometric analysis. Criteria such as the following are applied: the chronology of publications with differentiation of the array into meaningful components; average citation; types of publications; sources of publications; research areas. It was revealed that the intensive growth of publications on the topic of academic dishonesty begins in the world around 2000, and the problems of scientific misconduct, student plagiarism and cheating, academic integrity and directly academic dishonesty are most actively studied by modern authors. The highest average citation rate is observed in works on student cheating; the lowest average citation is for academic fraud publications. The body of work on the topic of academic dishonesty is dominated by scientific articles. The journals in which they are published are of a multidisciplinary nature, which gives grounds to qualify academic dishonesty as a complex object of research, which is in the focus of attention of representatives of various branches of knowledge. Comparison of data on the distribution of publications by fields of research determines the leading position of pedagogy in the study of problems of academic dishonesty. A promising direction of research is the scientific sub-stantiation of a professional dictionary of terms about academic dishonesty, which can be used by teachers at all levels of education. |
| BOLBAS V. Key words: folk pedagogy, ethnopedagogy, folk education, ethical education, traditional pedagogical culture. | ETHNOPEDAGOGY IN THE CONTEXT OF THE DEVELOPMENT OF MODERN PEDAGOGICAL SCIENCE
The ethnopedagogical approach in modern scientific research and practical educational activities presuppose reliance on a clearly verified conceptual and terminological apparatus that systematizes the material used, gives it integrity and logically fits it into the system of existing knowledge. From these positions, the article attempts to critically analyze the definitions of the basic concepts of ethnopedagogy, the relevance of which has recently been very relevant. Considering ethnopedagogy as one of the types of pedagogy, the author suggests definitions of such concepts as «folk pedagogy», «folk education», «ethnic pedagogy», which allow to evaluate the heritage of traditional pedagogical culture in a somewhat new way and to determine the role of ethnic pedagogy not only in the ethno-cultural formation of personality and its introduction to universal human values, but also in the effective provision of any educational processes by fulfilling the requirements of the principle of cultural conformity. In addition, the outlines of individual provisions of the theoretical and methodological foundations of the development and organization of national education are laid. |
| LESKOVA I. Key words: projects of anthropological transition, idea of a new person, new tasks of education, soviet education. | A NEW PERSON AS A TARGET MODERN EDUCATION
The purpose of the article is to consider the idea of a new person that is being formed within the framework of the Russian and Western projects of anthropological transition as a worldview and axiological guideline for designing educational systems relevant to these projects. Both projects are associated with political, socio-economic, cultural processes in the country and the world, therefore they have a formative impact on the development of education. The author relies on the principles of humanitarian methodology, uses theoretical and comparative analysis, synthesis. The difference in the value-semantic content of the Russian (traditionalist) and Western (progressive) projects of the anthropological transition is shown, the ideological and axiological aspects of the ideas about the new person associated with these projects are revealed. The difference between the strategic tasks and directions of development of education in line with the named projects of the anthropological transition is revealed. It is shown that the experience of Soviet education can be a valuable resource for building a new system of Russian education. The value-semantic guidelines of this process should be ideas, meanings and values, which contains the Russian project of anthropological transition, this corresponds to the cultural (civilizational) code of the peoples of Russia. |
| ANANYINA A. Key words: collaborative learning, academic writing teaching, research article, educational support, competence approach, English-language academic discourse. | COLLABORATIVE LEARNING APPROACH TO UNIVERSITY ACADEMIC WRITING: CREATING A RESEARCH ARTICLE
The article considers the possibility of using the collaborative learning approach for developing academic writing competencies of university students stipulated by the Russian federal state educational standards for bachelor degree programmes (FSES 3++). The paper presents the results of the experimental academic writing course based on the contextual approach and aimed at creating an English-language research articles by the teams of bachelors at Petrozavodsk State University. The paper describes a model of collaborative academic writing learning, which includes four stages: preparation, organization, production, and reflection. The author presents positive results obtained by the students’ writing teams at each of the four stages – from independent work planning to writing an English-language article and post-writing self-assessment. It is emphasized that all the main tasks connected with organizing and coordinating work processes, group management, intergroup communication, and presenting the final versions of the articles were completed by the students on their own, with minimal teacher’s intervention. While creating their articles, students faced significant difficulties with finding and selecting sources, as well as with writing a literature review. However, they eventually managed to meet the deadline and submit full articles containing all the necessary structural elements and designed in accordance with the selected requirements. The author makes the conclusion that collaborative learning seems to be a very promising approach to teaching academic writing, mainly due to its real-life professional focus and student-centeredness. |
| PONOMAREVA I. Key words: phonological competence, phonetic interference, multilingualism, pronunciation, simultaneous teaching of languages, pronunciation norms, teaching pronunciation. | TEACHING PHONOLOGY IN MULTILINGUAL CONDITIONS (ON THE EXAMPLE OF RUSSIAN, ENGLISH AND GERMAN)
Nowadays, increased attention is paid to the teaching of foreign languages in secondary school in the framework of national education. The introduction of a second foreign language as a compulsory subject in secondary schools creates conditions for multilingualism. The article is devoted to the problem of teaching phonology in the multilingual conditions on the example of Russian, English and German languages. The methods of theoretical analysis, synthesis, complex empirical methods, private empirical methods, and methods of statistical data processing were used in the research. In the course of the study, a quantitative analysis of the English and German language teaching materials for 7th grades was carried out for exercises aimed at overcoming phonetic interference. The interfering influence of previously learnt languages can be traced both at the segmental and super-segmental levels of the language phonetic system. Within the framework of the quantitative analysis of the teaching materials it was noted that there were few or no exercises aimed at overcoming phonetic interference, in this connection it was decided to supplement the teaching materials with a set of exercises for teaching the phonetic side of speech using foreign-language songs. The main result of the study is a set of exercises aimed at overcoming phonetic interference in multilingual conditions. The considered teaching aids need an additional set of exercises aimed at over-coming phonetic interference in multilingual conditions. The use of foreign-language songs as a part of a set of exercises will develop auditory-pronunciation and rhythmic-intonation skills of students; reduce the level of psycho-emotional tension at foreign language lessons; eliminate psychological factors of phonetic interference; reflect the cultural features of the country of the studied language; prepare students for intercultural communication according to the Russian State Education Standard. The developed set of exercises can be used by teachers of English and German language at the lessons in a comprehensive school. |
| SHPIT E. Key words: academic writing, writing across the curriculum (WAC), writing in the disciplines (WID), professional skills, corpora studies. | DEVELOPING PROFESSIONAL SKILLS IN ACADEMIC WRITING WITH POSTGRADUATE STUDENTS
Academic writing in foreign languages is typically taught at universities using the WAC (Writing Across the Curriculum) approach. This approach is aimed at the knowledge and skills that are common for all academic disciplines. However, at the postgraduate level, of utmost importance is the development of professional skills, which with regard to academic writing include competencies to write a research paper in accordance with the conventions and expectations of the professional community. Such competencies are related to the WID (Writing in the Disciplines) approach. By conventions and expectations of the professional community, we mean discourse (communicative) practices approved and employed in this community. In this paper, we propose an approach to developing professional skills in English-language research writing through the analysis of communicative practices in the scientific-technical discourse. For this purpose, we employed two self-compiled corpora of texts written by (1) university students majoring in radio-engineering and (2) experienced international researchers from the same engineering field. The comparative corpus analysis allowed identifying distinctive features of each type of writing, with an array of features of student writing being viewed as difficulties of novice Russian-speaking authors and as deviations from the conventions of the international professional community. The analysis results were used to develop teaching materials aimed at eliminating difficulties and moving novice research writing closer to the international professional community norms. |
| ALESHINSKAYA E., KURNAYEV A. Key words: paraphrasing, academic language, academic writing, second language (L2) teaching, higher education. | ACADEMIC WRITING AT A TECHNICAL UNIVERSITY: A QUALITATIVE STUDY OF PARAPHRASING STRATEGIES
The formation of paraphrasing skills is of utmost importance in teaching academic writing in a foreign (second) language to PhD students of a technical, as well as any other, university. The present study explores the paraphrasing strategies employed by first-year second language (L2) PhD students (n = 22) of MEPhI when completing a writing assignment. The qualitative analysis of the student-generated summaries of a fragment from an academic paper revealed weaknesses in L2 students’ paraphrases including the underrepresentation of substantially revised texts, overrepresenta-tion of lexico-semantic transformations and misinterpretation of the original meaning of the source text. The results of the survey demonstrated that the majority of the students experienced difficulties when trying to find other ways of expressing the same idea without copying directly from the source text. The study enables a better understanding of paraphrase use in L2 academic writing. |
| EVDASH V., ZHURAVLEVA N. Key words: academic writing center, research paper, machine translation, bilingual approach, mistakes in academic writing. | RESEARCH WRITING COURSE: PREPARING A TEXT FOR MACHINE TRANSLATION
English has been the dominant language in the academic world for many decades. Therefore, second language learners need to develop their academic communication skills, especially academic writing. To improve English language writing skills in higher education, academic writing centers have been established in Russian universities since the 2010s. The Center for Academic Writing «Impulse» at the University of Tyumen provides scaffolding for the development of scholars willing to publish their research internationally. This article describes the course «Preparing a research paper: Machine translation and further editing», held for 16 researchers from October 12 to November 30, 2022. The course was created to address three concerns: difficulty in understanding explanations in English, inappropriate usage of machine translation, and common mistakes. These concerns led to the design of a three-pillar course: language units ranging from low to high complexity, focusing on common mistakes and key aspects; pre- and post-editing stages of machine translation; and Russian as the language of instruction. The course allowed the participants to work with a text through the lens of the machine translation, avoiding some writing mistakes. Sharing this experience can be useful for university faculty and academic writing educators. |
| ARINOVA B. Key words: EAP; academic reading; academic writing; transferrable academic skills; genre; learning strategies; instructional discourse. | EFFECTIVE MODELS FOR TEACHING AND LEARNING ACADEMIC WRITING IN NON-NATIVE SETTING: CONTEXT AND TECHNIQUES
This paper evaluates the scope of teaching academic writing to Chinese students in a non-native speaking environment. We define the context of EAP studying and outline its purposes, which should be distinguished from those associated with ESP instruction or content-based instruction. This distinction is important as it determines the teaching framework of EAP instruction. We suggest that a teaching model aligned with such framework would emphasize the «reading-to-write» approach based on discourse analysis techniques as opposed to genre-based techniques. The suggested model foregrounds the interactive nature of learning, characterized by tangible forms of learning explored through instructional conversations. In the second part of the article, we show how these ideas apply to the teaching of summary writing as a core activity in academic writing programs. We believe the suggested approach can provide necessary scaffolding for novice writers in academic English and EAP teachers who are looking for more effective ways of teaching academic skills. |
| GONCHAROVA V. Key words: pedagogical education, professional and pedagogical training, requirements for educational results, additional education of schoolchildren. | DEFICIENCIES OF THE NORMATIVE CONTENT OF PROFESSIONAL AND PEDAGOGICAL TRAINING IN THE CONTEXT OF THE FORMATION OF A PERSON OF THE FUTURE
The article summarizes the main results of a theoretical study aimed at identifying the compliance of the normative content of the current professional and pedagogical teacher training (Federal State Educational Standard, Professional Standard) and the real possibilities (expectations) of modern Moscow schoolchildren. Based on the analysis of additional education resources («Digital School», «School of high school students», the Moscow club «Soft Skills 2035», the project «Skills for a successful future», etc.), the complexity of educational opportunities (and, accordingly, requests) of modern schoolchildren in the context of becoming a person of the near future is substantiated. As a result, the author defines the deficits of the content of the normatively expressed target blocks of professional and pedagogical training, including: the ability to work with the future (own, collective) from the situation of the present and consciously manage these plans, the formation and development of conscious subjectivity, taking into account its ability to self-determination, the ability to create and conceive ideal worlds, man and the human in it, to activate multidimensional thinking to solve a specific task and develop awareness in life in general. As a conclusion about the nature of the requirements for teacher training for a person of the near future, the thesis is put forward about the need for an updated understanding of human ontology, considering also the priority of meta-subject training over subject competence. The content of the article may be of interest to teachers, methodologists in the field of professional and pedagogical training. |
| SOKOLOVA E. Key words: academic writing, terminology, scaffolding, pedagogical support, frequency, uzus. | SCAFOLDING METHODOLOGY IN THE DISCOURSE OF ACADEMIC WRITING
The purpose of the article is to consider the meaning of the term «scaffolding» in the discourse of academic writing. To achieve the goal, the following tasks were solved: to distinguish between the meaning of the term with synonymous terms in the field of education and pedagogy, to establish the history of the penetration of the term «scaffolding» into the terminological conceptual field of academic writing and to describe the use of the term in modern methods of teaching academic writing. The study is based on more than 50 Russian-language and English-language sources that are publicly available on the Internet. The research methods included analysis of theoretical sources, Russian-language and English-language Internet resources, frequency analysis and content analysis. The conclusion is that the term is quite widely used in the English studies, and it is relatively new in the Russian studies. As a result of the study, the difference between the term «scaffolding» and synonymous pedagogical terms was established and the scope of the term in the field of academic writing was described. |
issue 4 (44)
| EDITORIAL | |
| TUFANOV A., REZINKINA L., MOSHTAKOV A. Key words: region, vocational education, model of development of regional education, scientific, technical and engineering education, technical focus. | INNOVATIVE MODEL OF DEVELOPMENT REGIONAL SCIENTIFIC, TECHNICAL AND ENGINEERING EDUCATION
The article deals with the problem of designing an innovative model of regional scientific, technical and engineering education as a sustainable system that will contribute to the development of scientific and technical potential in the region and solving urgent problems of the economy of the Leningrad region. As a scientific basis for the construction of the model, the principles of scientific training, relying on the experience of successful international and domestic practices of advanced continuing education, are proposed. These provisions are seen in the projected model of the system of development of regional scientific, technical and engineering education as interrelated and interacting components that complement and expand the resources of each of them. The strategic objective in this direction is the scientific and conceptual justification of the system of continuing profes-sional education of a technical orientation in the interests of sustainable development of the region. In this regard, the possibility of modernization of institutional forms of continuing professional education in the region (colleges, institutes), as well as the resources of preschool and general education organizations for the formation of early professional orientation of children is investigated. The inclusion of all institutional levels of education in a single regional system of scientific, technical and engineering education will contribute to the gradual formation and development of a specialist who would meet the demands of the labor market and would be in demand by the employer, on the one hand, saturation of the region's economy with the necessary highly qualified personnel, on the other hand. The article describes in detail one of the components of this model – the Institute of Secondary vocational Education, which is an innovative platform of vocational education for working out the projected regional model and technologies of the future, promising for economic development and attractive for investment and entrepreneurial initiative. |
| PUSHKARYEVA T., KALITINA V., BORODINA T. Key words: mobile technologies, integration of mobile technologies into the educational environment, mobile learning (m-learning), educational process, mathematics, digital generation, systems approach, person-centered approach. | MOBILE TECHNOLOGY INTEGRATION IN ENGINEERING EDUCATION
The training of engineering personnel has its own characteristics, namely that the engineer must have sufficiently developed technical abilities, which include the ability to operate visually with models of technical objects, correctly perceive and evaluate spatial models, and understand the general physical and technical principles of design and operation of equipment. It is quite difficult to form and develop such abilities if modern technical means are not used in training. The use of cloud technologies has long been considered an important element of engineering educational programs, but recently mobile technologies have begun to occupy an increasingly important place in life. The purpose of the work is to create a model for the integration of mobile technologies into the digital educational environment for training future engineers when teaching non-computer disciplines. The use of mobile learning (m-learning) has its advantages and disadvantages, however, it is currently an objective necessity and will allow achieving the best results at all stages of the educational process, since most students are characterized by clip thinking, an increased level of visual perception, and information overload, which does not allow integrate them into the traditional educational process. Testing of students studying mathematics in accordance with the proposed structural model showed that the use of mobile technologies significantly increases both the level of educational and cognitive interest and the level of knowledge in mathematics. The use of mobile technologies ensures the implementation of the basic principles of a person-centered approach to learning. |
| TATARINA T., NASONOVA E. Key words: creative writing, writing instruction, development of creativity, academic motivation. | CREATIVE WRITING AS A TOOL FOR IMPROVING MIDDLE SCHOOL STUDENTS’ ACADEMIC MOTIVATION TO LEARNING A SECOND FOREIGN LANGUAGE (on the material of the French language)
The use of creative writing tasks in the process of teaching a foreign language allows to form a personality capable of learning independently, generating new ideas and finding different ways to solve a problem. That's why at the present time the interest in creative writing is increasing in the Russian methodology. Nevertheless, current French textbooks do not contain creative writing tasks. The article is devoted to the potential of creative writing tasks in the French classes in the middle school and their influence on the academicmotivation of students.The research is based on the main theoretical statements of the use of creative writing exercises in the process of foreign language teaching. The basic research methods are the analysis of scientific literature of Russian and foreign scientists and diagnostic methods (observation and questionnaires). In experimental research on the basis of schools of Petrozavodsk pupils of the 7th form took part studying French as a second foreign language.In the course of the experiment, a set of creative tasks in French for the secondary stage of education was successfully tested. The positive dynamics in the development of creative abilities in the experimental group was revealed. The final questionnaire confirmed the increase of students' academic motivation.Creative writing should be considered not only as a means of forming students' writing skills, but also as a way of personal development and stimulation through writing in a foreign language. Creative tasks should be included in the French language teaching materials. |
| ABRAMOVA I. Key words: lifelong foreign language education, correspondence department. | FOREIGN LANGUAGE LEARNING EXPERIENCE OF CORRESPONDENCE STUDENTS: PEER MENTORING
In modern geopolitical conditions, which entailed certain changes in the motivation of the Russians to learn foreign languages, the search for innovative approaches to language education of adults remains in demand. The aim of the article is to describe the implementation of the model of foreign language learning of part-time students through interaction with full-time students in the digital learning environment of the university and to analyze the results obtained. In order to achieve the goal, the methods of scientific literature analysis, diagnostic testing, questionnaires, and quantitative results processing were used. Theoretical and methodological foundations and stages of the model of foreign language teaching to correspondence students were developed. The model is based on the general principles of lifelong learning and tutoring combined with personality-oriented, activity-based, socio-cultural, and interdisciplinary approaches to the learning process. The statistically significant improvement in the level of foreign-language communicative competence of students in all types of speech activity was noted. The conditions of learning activities contributing to the formation of digital competence and teamwork skills were created. The positive perception of the applied pedagogical techniques, including tutoring and interaction with well-performing full-time students, was identified. The author concludes that the proposed teaching model has universal characteristics and can be implemented in teaching foreign languages to correspondence students not only in the humanities, but also in technical and natural sciences. |
| GORSTKA D. Key words: Chinese language, Chinese for special purposes, technical Chinese, foreign languages, higher technical education, methods of teaching Chinese. | CHINESE LANGUAGE FOR SPECIAL PURPOSES AS A PROMISING DISCIPLINE IN TECHNICAL UNIVERSITIES
China's entry into a high level of scientific and technological development has led to the relevance of the introduction of the discipline «Chinese for special purposes» in technical universities. Today, the Chinese language is becoming no less significant and promising than English for studying in high school. The training of highly qualified technical specialists with communicative competencies is one of the main tasks of modern education. However, from a methodological point of view, there are practically no methods and means of teaching Chinese within the framework of the discipline «Chinese for special purposes». In this regard, the purpose of this article is to substantiate the need to develop special methods of teaching Chinese at a technical university. The methods used in a humanitarian university are obviously not suitable for the contingent of students of a technical university. This fact was proved through testing and questionnaires, in which more than 70 % of respondents turned out to be people with those types of intelligence that are peculiar only to people working in the technical industry who need a peculiar, special method of presenting language material. We have developed and proposed a methodology for studying the formation of technical terms in the Chinese language. In addition, the analysis of educational and methodological literature was carried out. The author's methodology for studying complex terms in Chinese has been formed, which is advisable to use in a technical university. Analytically proved not only the relevance of the introduction of Chinese as a second mandatory foreign language for learning, but also the need to develop the latest methods of teaching Chinese at the university. In addition, the analysis of educational and methodological literature was carried out, and the necessity of developing a new textbook of the Chinese language for technical universities was substantiated. The conclusions reflect the key positions that we came to in the course of the study. The organization of Chinese language proficiency in a technical university is a methodologically complex problem of modern education. To master the discipline «Chinese for special purposes», an integrated approach is needed: the development and implementation of new teaching methods for students of non-linguistic universities, conceptual teaching aids that would reflect these methods and relevant language material. |
| TEBENKOVA E., ZAITSEVA I. Key words: ecosystem of educational design, educational project office in high school, child-adult educational and project community, project and educational subjectivity. | PROJECT OFFICE AS A MEANS OF CREATING A DEVELOPING EDUCATIONAL ENVIRONMENT IN HIGH SCHOOL
The article presents a way to create a developing design and educational environment in a high school. The most important condition for teenagers to master the research and project activities required by the FGOS SOO is the creation of an ecosystem of educational design. In addition to the classroom – a group of students mastering a single curriculum within the walls of the school, a child-adult educational and project community is formed in it, independently initiating the content and development trajectory of its participants with access to the social and professional context. The organizational core of the educational design environment can become a project office. But unlike the existing practice of pre–professional education, in which the project office is a project management tool (pre-professional classes), the author's model represents the educational and project office in high school as the organizational core of the child-adult educational and project community and the environment of its activities. Growing a community, according to the authors, is associated with a special work in the space of the student's subjective reality: 1) in the space of the co-existence community of the project through the solution of various types of project tasks (the formation of educational and project subjectivity); 2) jointly distributed activities through the initiation of the transformation of forms of collaboration (mastering the very form of organization of joint project actions); 3) in the space of a situation of professional choice by conducting a systematic reflection of the experience gained and designing an individual professional trajectory (sustainable professional choice). |
| AGARKOV S. Key words: Аrctic Region, industries 4.0, convergence, NBIC, STEM, ecosystem knowledge and innovation, human capital. | REPRODUCTION OF HUMAN CAPITAL FOR THE NEW ECONOMY OF THE ARCTIC: CHALLENGES AND SOLUTIONS (using the example of the Murmansk region)
The large-scale changes taking place in the economy and society under the influence of the fourth industrial revolution, the core of which is NBIC-convergent technologies, are radically changing the requirements for the formation of human capital, as a key productive factor in the new economy. This actualizes the need for scientific understanding of possible approaches to organizing the space of knowledge and innovation in the NBIC concept, taking into account the socio-economic context and industry specifics of the regions. The article discusses approaches to increasing the efficiency of human capital formation in the face of modern challenges, where special attention is paid to the role of universities in staffing the knowledge-intensive development of the regional economy. The need to transform the regional space of knowledge and innovation to meet the challenges of knowledge-intensive development of the Arctic economy and the transition to industry 4.0 is substantiated. It is shown that the transition to a new model for organizing the space of knowledge and innovation (with an emphasis on NBIC and STEM) will ensure the reproductive process of forming a new quality of human capital. Presents NBIC ‒ model for organizing an integrated system of knowledge and innovation space of a fundamentally new co-evolutionary type, aimed at bridging the gap between science, education and business, which creates demand for innovation and highly qualified human capital. |
| SMIRNOVA S. Key words: educational activity of a teacher, professional training of a teacher at a university, a model of pedagogical training. | MODEL OF PREPARING FUTURE TEACHERS FOR IMPLEMENTING THE EDUCATIONAL FUNCTION OF EDUCATION
The purpose of this study is to identify and test the pedagogical conditions for students' participation in scientific and educational activities at the university in terms of their preparation for performing the functions of a teacher educator. A comparative analysis of current state documents is presented ‒ the Federal Law «On Education in the Russian Federation», Federal State Educational Standards of Higher Education (FGOS HE), Professional standards in the field of education, Strategies for the development of education in the Russian Federation for the period up to 2025, as well as an analysis of a number of studies by modern scientists in the field of pedagogy, carried out in the context of training future teachers to implement the educational function of education.The model of training a future primary school teacher to perform the functions of a teacher educator and the experience of the Department of Theory and Methodology of Primary Education of a classical university in organizing scientific and educational activities aimed at forming demanded competencies in a graduate of a university are described.The content elements of the model are defined as: collective planning, organization and conduct, assessment and reflection of joint (teachers, students, schoolchildren, teachers, parents) educational activities, study, analysis and consideration of the opinions of all participants in educational relations, timely adjustment, if necessary, at each stage of the events.The results of testing the model show that the proposed approaches allow students to: consolidate the knowledge and skills acquired in the learning process, test specific technologies of interaction with participants in educational relations ‒ children and adults, develop skills of independent and collaborative work, realize the importance of educational work, contribute in solving the tasks of the sphere of education, in particular, in matters of education of patriotism, popularization of scientific knowledge among students, support of scientific and technical creativity (individual and collective), development of local history, development of assessment skills, selfesteem and a sense of justice, as well as strengthening cooperation between families and educational organizations in education children. |
| Karelova R. Key words: end-to-end staff training, framing the concept, formal logical method, two-level triadic decoding method, categorical methods, integration of educational levels, coherence of educational levels, coherence of educational programs. | FRAMING THE CONCEPT OF «END-TO-END STAFF TRAINING»
In accordance with the legislation of the Russian Federation, one way of professional training is a single training program consistently implemented at several educational levels. Such personnel training is partly included in the scope of set of terminological concepts but goes beyond them. We use the definition end-to-end as part of the constructed concept name. This choice is based on the figurative meaning of the name, which reveals the unity between the guidelines, content, and dynamics of the training process, permeating (through) several educational levels.The article aims to frame the terminological concept of end-to-end training.The research employed content analysis and categorical methods, namely the formal logical method and two-level triadic decoding, to achieve the abovementioned goal.The analysis of relevant literature enabled us to identify the main aspects of the object under study. They are the training structure components, interaction rules for these components, as well as the specific implementation features of such training. Having employed the formal logical method, we developed a brief definition of the concept. The first level of decoding revealed a triad of concepts. These, in our opinion, most fully characterize end-to-end training: Integration, Coherence, Principles [of realization]. The study emphasizes the significance of the state of agreement between the staff training components, which contributes to conflict resolution, thus ensuring the stable development of such training.At the second level of decoding, each category was represented by three decoding categories included in the definition of the concept.Using two-level triadic decoding as a scientific method enabled us to formulate a detailed definition of the «end-to-end staff training» concept.The study results contribute to the development of the personnel training theory; in particular, they expand its conceptual apparatus. Considering the integration of several components in such training, it is feasible to develop a compensatory homeos-tasis model, apply the goal sequencing method for its further study.The proposed definition can become the basis for developing a methodology for end-to-end staff training in various areas. |
