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Charikova I.N.
PROCESS MODEL OF FUTURE ENGINEERS EDUCATIONAL-PROJECT DEVELOPMENT [№ 3 ' 2020]
The model for the development of educational-design of future engineers is conceptually based on the understanding of the individual as a “project of himself,” implemented in the conditions of university pedagogical support for the educational process. The model describes the process directed on enriching the practical-oriented experience of future engineers, on developing the subjective nature of knowledge and mastering how to use it in rapidly changing unpredictable design situations. The purpose of the paper is to describe the structure of the model, revealing the structure and properties of the investigated development process, the content of pedagogical and organizational conditions implementation stages, methods, technologies, algorithms for the development of educational design. The author’s model of the subject-conditional analogue-object , aimed at forming global thinking among students, at creating conditions for creative self-realization and prerequisites for further self-education and self-development is presented as a result.

Charikova I.N.
METHODOLOGICAL APPROACHES TO THE STUDY OF EPISTEMOLOGICAL GROUNDS FOR THE DEVELOPMENT OF EDUCATIONAL PROJECT [№ 5 ' 2019]
One of the aims of any research is to determine adequate methodological approaches to the object and subject of the research and to allow investigating the content of the problem under study thoroughly and correctly. The article is devoted to the theoretical foundations of methodological approaches to the study of the future engineers’ educational design development. Educational design in the University environment shows a cross-cutting project plot, within which the future engineer should develop the ability of constant self-studying. For its successful development, it is called upon with professional needs and life circumstances to be able to think independently, analyze, generalize, extract and apply knowledge creatively.
The research presents the capacity of using the potential of epistemological, axiological and activity approaches. The epistemological approach is a conceptual basis in the educational development of future engineers’ design system, activity approach stands for a procedural ground, and axiological approach presents the informative one. As a part of the studying the epistemological grounds for the development of future engineers’ educational design, the methodological approaches are epistemological, activity and axiological approaches, which are closely interrelated and interpenetrated.
The methodological potential of the selected approaches allows us to study the process of development future engineers’ educational design in the modern space of the University and define this process as complex, continuous, cognitive, changeable, and nonlinear.

Charikova I.N.
MODEL OF EDUCATIONAL-PROJECT DEVELOPMENT OF UNIVERSITY STUDENTS [№ 4 ' 2019]
The article is devoted to epistemological bases of educational-project development of higher education institution students. The purpose of the article is to form the structure of the conceptual model, which explains educational projection as a stylistic trait of modern man ‘s thinking, designed to promote personality to self-development, as a productive activity of the formation-making state in the personal imperative to “implement, perform yourself” as a project. The necessity of formation such model is the desire to reflect the changes taking place in higher education.
The structure, patterns, principles and components of educational design are described as evidence. The convergence of fundamental research and technological practice, problem orientation of scientific research, interdisciplinarity, international globality of knowledge production, etc. is justified as mechanisms for the development of educational projection. Application of the built model, as well as the relationship between theoretical and applied research, is shown by the example of the development of projects in the construction field of production.
Evidences of the possibility of using epistemological potential of activity and axiological approaches in the formation of project knowledge of students are provided in the paper. The results of the study are reproducible and will contribute to raising the theoretical level of educational disciplines teaching in the part, that provides formation of project knowledge, universal and professional competences of future specialists (bachelor, master).

Zhadanov V.I., Charikova I.N.
EPISTEMOLOGICAL ASPECTS OF INNOVATIVE DESIGN TECHNOLOGIES’ PEDAGOGICAL REALIZATION IN EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION [№ 10 ' 2017]
Today, an ever-increasing demand for innovative technologies is evidence of the public recognition of intellectual and industrial activities. In this connection, the most important aspect of modernization of modern higher education is the formation and development of project-organizational competence as a fundamental component in the professional activity of the university teacher. The constructive basis for the achievement of the target orientations of the designated competence issues is the application of innovative project-oriented pedagogical technologies for the personal development of students of modern higher education, associated with the humanitarian vectors of the generation of personal, “living” knowledge. The epistemological emphasis of the implementation of innovative design technologies in the educational process of the university is directly correlated with the knowledge of the resource-generating activity approach, which assumes the cognitive transformation of the pedagogical functional of the university teacher, the introduction of a project-based, communication.

Charikova I.N.
SCIENTIFIC AND PROJECT ACTIVITIES OF STUDENTS IN THE COMPETENCE EDUCATION [№ 10 ' 2017]
At present, progress in obtaining and accumulating scientific knowledge on the basis of the necessary-desired implementation of the idea of project-problem-research training in the university is a significant resource for the development of the quality of competence education. The phenomenon of “scientific and project activity” epistemologically accentuates the personal-developmental cognitions of the process of the pedagogical realization of the humanities in a meaningful and semantic synonymy with such traditionally distinguished educational concepts of a higher school as the “design-research” and “research” the potential of the competence approach in the information realities of the emerging knowledge society (economy). The analysis of thematic sources made it possible to identify certain areas (sections) for improving the scientific and project activity of students in competence education, which in the cognitive-semantic plane of terminological generalization can be represented by the following concepts: “context”, “collective competence”, “epistemological style of thinking.”

Kargapoltsev S.M., Charikova I.N.
EPISTEMOLOGICAL ANGLES OF UNIVERSITY STUDENT'S PROJECT ACTIVITY [№ 9 ' 2016]
An urgent task of modern higher education is socially demanded necessity of the formation and development of not only professional, but also a man of high intellectual and spiritual culture, who is able to make important professional and life decisions based on a high level of proficiency analytical and reflective, critical thinking, knowing the methodology and having the ability to apply the methods to build the best strategies and tactics of ethically oriented dialogue interaction with other people. One of the directions of productive solvation of the mentioned above problem is pedagogical realization of the possibility to strengthen the epistemological bases of contemporary project activity of students of the university related to project and epistemic vectors of generating and using of knowledge, project-oriented epistemic technologies of personal development of students of modern high school. Theoretical and methodological basis for this implementation is a factor of deep coherence between epistemological, project and pedagogical characteristics of modern education process in high school in a meaningful and semantic pairing categories of “problematic” and “reality”, which contributes to a popular contemporary human society, willing and able to live in situations of uncertainty where knowledge quickly becomes obsolete, i.e. a man who could think independently, analyze, summarize, make a choice, produce and creatively apply the knowledge in the creative intentions of the project to transform reality and himself.


Editor-in-chief
Sergey Aleksandrovich
MIROSHNIKOV

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© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465
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Учредитель: Оренбургский государственный университет (ОГУ)
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