Kargapolceva N.A., Saparkyzy J.
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PRESCHOOL AND SCHOOL-AGE CHILDREN AS A PROBLEM OF MODERN EDUCATION AND THE FAMILY [№ 2 ' 2021]
Psychological and pedagogical support of preschool and school-age children is an urgent problem of the entire system of modern education and the family, especially in the context of the digital transformation of the modern world.
New opportunities for effective problem solving and the development of cooperation in the interaction of the education system and the family are opening up in connection with the development of mobile applications for parents and other categories of users for psychological and pedagogical support of preschool and school-age children.
The most important areas for selecting relevant content not only for the family, but also for professional teachers, psychologists, and students of pedagogical universities were the formation of health and a healthy lifestyle, the creation of a comfortable developing educational environment in the family, materials for identifying and eliminating the psychological causes of violations of interpersonal relations of children with educators, peers, parents and other people; problems of early childhood.
Yusupova A.A., Kargapolceva N.A.
INTERPRETATION OF A MUSICAL WORK AS A MEANS OF DEVELOPING ARTISTRY IN THE PROCESS OF MUSICAL AND ARTISTIC EDUCATION OF FUTURE MUSIC TEACHERS [№ 2 ' 2021]
Artistry plays an important role in the pedagogical activity of any teacher, but it is of particular importance in the activity of a music teacher, since it is the most important professional quality of the personality of a teacher-musician.
Pedagogical artistry, as is well known, consists of an external factor (intonation, diction, expressiveness, musicality, gestures, plasticity, etc.), which is developed through vocal art, and an internal one (spirituality, creative and musical-pedagogical thinking, imagination, etc.), associated with performing skills. Work on the interpretation of the work — improving the vocal technique, competent reading of the musical text, compliance with all the author's remarks, creating a musical and artistic image as a whole, is one of the main components of the formation of artistry.
The teacher's artistry presupposes his creativity, creativity, and the ability to navigate in any situation, so the actual pedagogical task is the formation of artistic singing skills in the process of musical and artistic education of future music teachers.
Kargapoltseva N.A., Oztyurk D.S.
THE FORMATION OF MONTESSORI EDUCATIONAL SPACE IN ORENBURG REGION [№ 5 ' 2020]
The implementation of the National Project “Education” to ensure the global competitiveness of Russian education, the entry of the Russian Federation into the top 10 countries in the world in terms of the quality of general education, the introduction of a national system of professional growth of teachers, the organization of systematic work on the continuous development of professional skills of workers in the educational system requires clarification of axiological foundations of training a teacher of modern times in region. Historical and pedagogical analysis of the formation of the Montessori educational space in the Orenburg region in the late XX — early XXI centuries, on the basis of adaptation and creative development of the unique system of Maria Montessori, recognized by UNESCO as a teacher who determined the method of pedagogical thinking in modern world, reflects the design and implementation of this system in the educational space of Russia. The results of the study of the problems of increasing the effectiveness of the process of professional development of the teacher’s personality based on the democratic values of world progressive pedagogy were successfully used in the system of training and advanced training of teachers, class teachers and teachers of additional education in the Orenburg region, for the continuous development of their professional pedagogical skills, as well as in special courses on practical the application of M. Montessori’s axiological ideas in the humanitarian context of modern regional education. The article also presents a brief analysis of research and creative works of students in the International Competition “In the World of Wise Thoughts of Maria Montessori” (2020), organized by the Institute of Pedagogy and Psychology of the Orenburg State Pedagogical University, dedicated to her 150th birthday anniversary. In the modern space-time continuum, the experience of designing and significantly updating the content of training and advanced training programs for modern teachers has been updated, taking into account regional needs and explicating the best experience of world progressive pedagogy.
Nikitina А.А., Kargapoltseva N.A.
CONSTRUCTIVE MODEL OF INTERACTION OF TEACHERS AND PARENTS IN THE INCLUSIVE EDUCATION SYSTEM [№ 3 ' 2020]
Since 2019, the National Education Project has been implemented on the territory of the Russian Federation. An integral part of the implementation of this project is the support of families with children. So within the framework of this issue, the federal project “Support for families with children” is being implemented. The main goal of the project is to create conditions for increasing the competence of students’ parents in teaching and raising children. Within the framework of the regional project, since 2019 in the Orenburg region on the basis of the state budgetary institution “Central psychological, medical and pedagogical commission of the Orenburg region”, the Consulting center “We are together” was created. At present, the already developed models are not effective enough (since the results of testing these models have not been provided), or these models cannot be implemented within educational organizations. When solving the problems of the lack of support specialists in educational organizations of the Orenburg region, we have developed a modern model of interaction between teachers and parents in the system of inclusive education. The proposed model is theoretically and scientifically grounded and promotes conscious and practical interaction between parents and teachers in the system of inclusive education. The model will be tested within the framework of a pilot project on the basis of the state budgetary institution “Central psychological, medical and pedagogical commission of the Orenburg region” by specialists of the Consulting center “We are together”. The model is also practically effective, since it can be used in the absence of support specialists in the educational organization. When specialists of the consulting center “We are together” implement it, the possibility of reaching the parental community will increase and, accordingly, the number of psychological and pedagogical services provided will increase.
Musafirov M.K., Kargapoltseva N.A.
THE DEVELOPMENT OF OUT-OF-SCHOOL EDUCATION IN THE ORENBURG REGION IN THE SECOND HALF OF THE 20TH CENTURY (ON THE EXAMPLE OF SINGLE-PROFILE OUT-OF-SCHOOL INSTITUTIONS TECHNICAL FOCUS) [№ 1 ' 2019]
Currently, one of the priorities of the state educational policy is the support and development of children’s technical creativity. Attracting talented young people to the engineering and technical sphere of professional labor plays an important role in the country’s scientific and technological development, economic growth and the security of the state. The undoubted resource of creative initiation of gifted students to the world of technology is provided by the system of additional education, which organizes the extracurricular activities of schoolchildren. Associations of technical orientation of institutions of additional education of children are intended to become a launching pad for future engineers, inventors, designers, workers who own modern equipment. This determines the need for constant attention of scientists and practitioners to improve the forms and methods of pedagogical instrumentation of this process. Not only a creative analysis of the present, but also a critical synthesis of experience, productive knowledge of the educational past in the interests of the present and the future is very significant.
We have considered the features of the development of the system of additional education in Orenburg in the second half of the twentieth century in the substantive aspect of familiarizing children with technical creativity. The synchronic-diachronic method, within the framework of the comparative historical approach, allowed us to establish that during the study period, extra-school institutions of a technical orientation solve the following tasks: to attract children to the world of technology; preparation of applicants for technical educational institutions; military patriotic education of youth. Single-profile out-of-school institutions of technical orientation closely interacted with general education schools. In the regional education, the station of young technicians and centers of technical creativity played a vocational guidance role. The activity of the Orenburg Regional Station of Young Technicians consisted in the pedagogical and methodical organization of technical creativity of children and young people. In the second half of the twentieth century, a significant decline in this activity was overcome and the opening of new institutions was observed. Qualitative improvement of pedagogical work with children occurred due to the constant attention of the state to the field of additional education, improvement of forms and methods of working with children, and the continued preservation of personnel potential.
The situation of successfully overcoming the critical challenges of time allowed us to state the relevance of institutions of additional education in the regional system of out-of-school upbringing and education of children, as well as the need for its further progressive existence.
Stamkulova Sh.A., Kargapoltseva N.A.
DEVELOPMENT OF COGNITIVE INDEPENDENCE OF STUDENTS IN THE PEDAGOGICAL REALITIES OF MODERN EDUCATION [№ 2 ' 2018]
Development of cognitive independence of students is one of the important problems of modern pedagogy and education. In the conditions of the social and economic changes taking place in the world, the demand for an independent, competent, creative person, who possesses the necessary information and knowledge, is able to make decisions and personally be responsible for their implementation, which significantly increases the competitiveness of a professional professional. The authors of the article, summing up the views of prominent Russian and Kazakh scientists on the stated problem, come to the conclusion that the phenomenon of cognitive independence is an integrative quality of the personality of students in higher education, which is based on intellectual abilities and competences related to the willingness and desire of future specialists for the initiative acquisition knowledge in the course of processing information for the purpose of a productive solution of professionally-oriented educational tasks s and objectives. A decisive role in this process is given to the developing capabilities of modern information tools, resources and technologies, to design forms and methods of the educational establishment of the personality as a real and effective subject of cognitive activity.
Kuatbekov Sh.N., Kargapol'ceva N.A.
TRAINING OF FUTURE TEACHERS FOR THE FORMATION OF A HEALTHY LIFESTYLE FOR THE YOUTH OF THE REPUBLIC OF KAZAKHSTAN [№ 1 ' 2018]
Care of health of younger generation means not only fight against diseases, prevention of incidence, but also justification of concepts of a healthy lifestyle, use of a wide package of measures for extension of active work of the person. The directed pedagogical development of a problem of strengthening of health of youth, formation of installations and valuable orientations of the growing person to the ideas and ideals of a healthy lifestyle has exclusive value for modern educational process not only in theoretical, but also in the practical relation. In this regard there are new requirements to vocational training of future teachers and, first of all, teachers of physical culture for the system of the general education. Special attention is paid to improvement of quality of training of future experts in higher educational institutions. At the same time, comparison of results of scientific search and student teaching in the field of training of future teachers of physical culture for formation of a healthy lifestyle of youth of the Republic of Kazakhstan shows that the content of theoretical researches considerably advances practice of training of students in this direction at faculties of physical culture of higher education institutions. Therefore a relevant pedagogical task is humanitarization of the educational environment of higher education institution where orientation of future experts — and not only in the field of physical culture — on the every possible statement of a healthy lifestyle acts as the most important criterion of quality of modern higher education.
EMOTIONAL-MORAL CATEGORY OF SYMPATHY: THE HISTORICAL AND PEDAGOGICAL ASPECT [№ 10 ' 2017]
In a multisyllabic and multifaceted matter of the pedagogical organization of the process of moral and spiritual development of the personality, an important factor is the appeal to the progressive experience of pedagogical thought, which is directed toward the formation of the sphere of humane feelings of an adult. The humanistic appearance of emotional and moral responsiveness — “sympathy” — was believed by most researchers to be synonymous with a sense of goodness and humanity, a source of justice and humanity, mercy and sensitivity, altruism and benevolence. The main form of manifestation of sympathy was “empathy”, carried out in the humanitarian plane of the two modalities of the experienced response — “sympathy”, caused by positive feelings of the other and “compassion”, the source of which was grief, misfortune, sadness; emphasized the priority significance of celebration in the formation of the moral image of a growing person, the formation of the sphere of his sympathetic feelings in the creative projections of love. The pedagogical instrumentation of the process of forming a feeling of sympathy in the ascending logic of its level of formation — “physiological” — “psychological” — “intellectual” — was based, first of all, on situations of direct communication with surrounding close people, the development of “constructive” imagination, (the ability to present oneself to the place of another), enriching the experience of a “sympathetic” experience (widening the “circle of sympathy”), systematic exercises in active sympathy and rejoice, behavioral mehan imitation and example of the Significant Other. An important role in the formation of sympathy was assigned to the aesthetic (expressive, facial) component, pedagogically realized in the personality-developing format of interrelated educational methods (method): “from the internal to the external” and “through the external to the internal”.
Kargapoltseva N.A., Maslikova E.F.
INTERACTION OF THE GENERAL, ADDITIONAL AND PROFESSIONAL EDUCATION IN THE SPACE OF THE UNIVERSITY DISTRICT [№ 10 ' 2017]
As noted in the program documents, the main direction of the Russian state educational policy is the provision by each citizen of the positive development of its socio-cultural, economic and spiritual-moral potential, which implies the utmost strengthening of the integrative aspects of the productive interaction of educational structures, units and organizations in the innovative area of education, upbringing and development personality. The presence of an integrative impulse of cooperation in the activities of the Association “Orenburg University (Academic) District” was originally determined by the specific nature of its structural construction, according to which “association” is one of the organizational and legal forms of non-profit organizations, a voluntary association of individuals, institutions and structures of one kind of activity to achieve common goal. The basic vectors of educational cooperation, singled out and fixed in the Association’s Charter, correspond to the strategic lines of development of Russian education, which include such essential characteristics as globalization, informatization, humanitarization, humanization. Experience of the Association “Orenburg University (Academic) District” shows that the productive solution of the problem of socialization and upbringing of the personality of the modern student is possible only in the unifying potential of joint efforts, in the developing space of educational integration, in the joint implementation of socially significant programs, innovation projects and humanitarian initiatives.
Kargapoltseva N.A., Maslikova E.F.
REALIZATION OF PERSONAL-DEVELOPING POTENTIAL OF PROJECTING INEDUCATION AS PEDAGOGICAL PROBLEM [№ 12 ' 2016]
Becoming projecting paradigm of modern education in its practical implementation of priority based on the content-sense functionality phenomenon of design as an interdisciplinary humanitarian categories, reflecting the characteristic features, characteristics and properties of the personal formation of students, serving the basic foundation of positive educational quality transformations (quality of education) in its very wide and deep-essential understanding. The most significant aspects of the selected educational problems relate to the identification and specification of methods, forms and techniques of climbing proactive personality growing person from the existing (design defined) quality educational opportunities to the real (design-personal, subjective) reality, the existence of the quality of education. One of the productive implementation of task-targeted constants indicated the process may make an appeal to the substantial-semantic (resulting) specific diversity of projects — project-aim, project-state, project-image, project-model, project-plan, project-effect, collectively defining the basic vectors and teaching the dominant design in education as an important factor in enhancing the quality of the educational level of personality development of students.
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.
Kargapoltseva N.A., Kodyakova N.V
FORMATION OF LEARNERS SOCIAL EXPERIENCE IN INTERCULTURAL EDUCATIONAL INTEGRATION [№ 7 ' 2016]
In a situation of growing global integration the character of the socialization of the younger generation is changing significantly. The task of preparing a young man for a productive cultural, professional and personal interaction with the representatives of countries with different social traditions, social structures, language culture, and national identity is updating. High social mobility of the population and the increasing migration of large and small groups of different people's representatives lead to an increase in the number of inter-ethnic and inter-religious conflicts, inter alia, with the aspiration of ethnic and racial minorities to assert and develop the cultural identity, protect their rights, especially in multi-ethnic regions and countries. Therefore the assertion of value dominants of intercultural dialogue, the strengthening of subjectively significant trends, aspirations and attitudes for the formation of a maturing personality ‘multi-ethnic identity’, the optimization of potentially conflicting spheres of humanitarian pairing of common cultural and national-ethnic interests as the ideological basis for the formation of man's social experience of the XXI century are the main aims of modern education system. A significant role in this process goes to intercultural educational integration, which serves as the basic vector of open education development and allows enriching the interaction of education system with new meanings due to the proactive inclusion of learners together with public organizations and institutions of socio-cultural profile into ethno-national orientation and multicultural orientation projects.
Kargapoltsev S.M., Tabilova M.R.
PEDAGOGICAL MANAGEMENT OF EDUCATIONAL INSTITU-TIONS' PERSONNEL IN THE CONDITIONS OF FGES' IMPLEMENTATION IN PRESCHOOL EDUCATION [№ 13 ' 2015]
Under the provisions of the updated Federal Law "On Education in the Russian Federation," the domestic system of preschool education serves primary, the first level of general education. This fact implies not only an increase in the socio-cultural and social status of pre-school education, which is reflected legal and regulatory provisions of the relevant federal state educational standards (FGES), but also determines the need to implement proper teaching, and therefore the maximum managerial innovations in the activities of pre-school educational institutions. Changes in the content-targeted vectors of preschool education leads to new approaches to evaluating the effectiveness of management of educational institutional system associated with a kind of "restructuring" philosophy of teaching and managerial staff, focusing on identifying the main trends in the educational development of society, developing the priority requests of the educational market, the pedagogical plane implemented the adequate response to the educational challenges of today. The volume number of professional and personal competences, which are intended to be the head of an educational organization working in the mode of innovation, far not the last place is occupied by initiative, responsibility, courage, determination, and, among the dominant priorities — strong commitment to humanistic ideals and principles in building management strategies and tactics of modern pre-school education.
Kargapoltseva N.A., Ivlev A.А.
TO THE PROBLEM OF SOCIALIZATION OF THE STUDENT OF THE UNIVERSITY BY MEANS OF SCREEN CULTURE [№ 13 ' 2015]
Being the product of informational development of the human personality of the XXI century, screen culture emphasizes the decisive importance of the mass media in modern life of young people, defines the characteristic features of the morality of the modern expert, providing a significant impact on the effectiveness of professional and communicative activities. Today it is obvious that an important element of socialization in modern educational continuum is a screen culture, represented by such means as the film, television and computer technology, the Internet. In conditions of global informatization of society the socialization of students' personality is a promising vector of development of the modern university in connection with the nature of education and multimedia nature of media education. The necessity of the socialization of student's personality by means of screen culture in order to prepare a competitive specialist is proved in the article. The concepts of "socialization of the individual" and "screen culture" are clarified. Levels of formation of screen culture, defining the quality dynamics of socialization of the individual student in the conditions of pedagogical mediation of educational and developmental process are distinguished.
Kargapoltseva N.A., Maslikova E.F.
SOCIALISATION OFPERSONALITY AND THE QUALITY OF EDUCATION [№ 9 ' 2015]
Qualitative preparation of young people for full social and productive life in dynamic realities of the post-industrial society, which is realized in the semantic content-aspect of global competence "learning to live" (Jacques Delors), serves basic socializing dominant, especially in school education. Appealing to the school task-targeted vectors forming the pupils extremely socializing "learning to live" are represented in pedagogical ideas of outstanding thinkers of the past and the present, and in the deep base of operations activity directly associated with the qualitative side of the educational development of the person, expressed in the ability to self-active productive force. Some theoretical and practical approaches to understanding the socializing force vector in the status of the most important motivational factor and value personal development of the growing human competence paradigm of educational quality are marked on the article. Socio-cultural abilities to continuously "force to live" with the educational development of subjectivity, vector-tendering to the qualitative aspects of human activity and reflects due to the constancy of exertion intensity, subject's activity of self-standing in society, which implies overcoming acception of barrier-preventing lifestyle factors as the provided opportunities to improve the importance of increasing level of social rights are defined. However, as being important in socializing aspect initiative undertaken by pupil effort in his aim reachment is not always successful in the time categorization "here and now" (which is significantly optimizes sign of "Pedagogy of Success"), in supplementing the perspective of interdependence should be allocated with self-valuable potential life "success" of the spontaneous efforts of productivity as it is, and is directly correlated with generalized personal ability to "I can" and thus to substantiate the priority realized in the "pedagogy of effort" significant (socializing) component of the quality of education.
|Sergey Aleksandrovich |