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№ 6 (218), 31 august 2018doi: 10.25198/1814-6457 PedagogicsVyazmin Y.N.My study is based on the combination of historical, theoretical, cultural and musical-analytical methods in relation to the phenomena located in the designated chronological relationship of national history, general and musical pedagogy, musicology, cultural studies, sociology, philosophy of culture. The history of Russian musical education goes back to Ancient Russia, during the period of the Russian people’s conversion to Christian teaching. Until the 19th century, spiritual music remained an obvious priority in the sphere of musical culture.The demand for Church music turned the sphere of spiritual musical culture into a musical and educational structure that brought up a galaxy of Russian composers, singers and regents. The second half of the XIX century marked a new stage in the formation and development of musical education in Russia. Democratic trends that took place in Russian society after the abolition of serfdom, the activation of all aspects of public life have outlined the sociodynamics of musical education in the direction of a diverse contingent of students. In my opinion, this was the impetus for the further development of Russian music education, in which a significant place was given to the classical direction, the study and preservation of folk art, musical folklore. It seems to me very important and timely to create at this time musical structures and the opening of musical schools. The opening of Imperial Russian musical society in 1856 in St. Petersburg, and in 1860 in Moscow, opening of conservatories in St. Petersburg (1862) and in Moscow (1866), Free musical school in Moscow (1862) became bright events for this time. I believe that the period of the second half of XIX — early XX centuries was decisive in the formation of the system of musical education in Russia. I think that the ideas laid down more than a hundred years ago help to preserve the fundamental, large-scale character and determine the strategy of development of Russian musical education in the XXI century. As a result of the analysis of scientific literature, we came to the conclusion that the understanding of the nature, structure and content of this phenomenon is determined by the scientific approach to its study and the specifics of the proposed employment. The understanding of their unity allowed us to characterize the features of the content and formation of the structural components of professional readiness of future oil and gas industry workers: motivational-target, cognitive, functional-active and control-evaluation. The motivational-target component includes the value attitude to the relevant working profession, adequate qualification characteristics and working conditions of the requirements for the activity, its purpose, necessary for the formation of the control-evaluation component. The cognitive component assumes the universality of the knowledge acquired by future workers of the oil and gas industry. The formation of a functional-active component is characterized by the accuracy of labor actions on model, the ability to construct them in accordance with the instructions, taking into account professional risks in the performance of activities, efficiency of solving non-standard professional tasks, rationality and validity of the choice of actions. The control-evaluation component of the professional readiness of future oil and gas industry workers includes adequate self-control and self-assessment of the implemented content of the priority components of labor activity. We present a generalized multi-component characteristic of the process of formation of professional readiness of future oil and gas industry workers. It is understood by us as a system of universal knowledge about the technological process, embodied in professional actions, ensuring their quality performance, equipped with an adequate self-assessment of the product of labor. In accordance with our model, education was organized for parents of younger schoolchildren on the issues of education and upbringing of their children, as well as on the formation of the necessary pedagogical knowledge of the parents themselves in the mode of autodidactics of self-education. The basic technology of interaction between teachers and parents of younger schoolchildren according to our proposed model of incorporating parents of younger schoolchildren — representatives of non-indigenous ethnic groups into the educational space of the school informing them about self-education methods and the basics of autodidactics is the online and offline technology of problem-oriented counseling. As a result of the introduction of the model, we have identified the most effective methods of autodidacticism for parents: self-control, goal-setting, self-motivation, self-evaluation and self-correction. Based on the diagnostics according to the monitoring complex, we developed guidelines for the inclusion of parents in the multi-ethnic educational space of the school based on the methods of autodidacticim. The change in the forms of communication in the rapidly developing modern world, the increasing intensity of information flows has become both a positive and a negative factor in changes in speech communications. The phenomenon of computer-mediated communication arose, which is characterized by a decrease in expressive means in the vocabulary of communicants, the replacement of colorful epithets that evoke a vivid sensual impression through the word. The impoverishment of language affects the creative process, affects creativity. The article substantiates the attraction of new scientific research to the development of creative abilities of students-journalists to increase their speech competence and creative development; a technique is proposed for the first time in which the development of imagination and increased creativity in vocational education and personal growth can be realized through the expansion of verbal and non-verbal connections. The system of pedagogical support is aimed at the simultaneous increase of speech competence (expansion of the lexical stock of sensory words) and the development of the emotional-sensual sphere. On the basis of theoretical substantiation and approbation, a pedagogical methodology is proposed for the first time to use the achievements of modern applied lingo-sensory in the educational process to complement the work programs of various disciplines of the humanitarian cycle. Methods of applying the approach, options for learning tasks that develop the imagination of students-journalists as the basis of creativity, and increase the differentiation of the use of sensory words and lexical expression of concepts, concepts, and terms in their oral and written speech are proposed. The study confirmed the hypothesis that the actualization of the sensual aspect in the linguistic picture of the world is an effective factor in increasing the expressiveness of speech and the development of imagination in the paradigm of the creative, personal and professional development of a student journalist. In the study we used the following methods: theoretical analysis, pedagogical observation, timekeeping, differentiation of speed characteristics, pedagogical control tests, pedagogical experiment, methods of mathematical statistics. For the formation of speed abilities of football players, we have proposed a technique that consists in the targeted use of the means and methods of athletics. The focus was on exercises with varying speeds in given conditions, alternating movements with different intensity. All the exercises were performed with high intensity and mental intensity, while the rest intervals were such that it was possible to perform the next exercise with a speed no less high than the previous one. As a result of the experimental work, we found that increasing the intensity of movement training of football players through the use of more sprint exercises to bring speed performance in running to the maximum possible values for each player, significantly influenced the increase in their speed abilities. This contributed to a more rapid implementation of various technical and tactical indicators, which gave additional time to effectively solve important motor tasks in football. The high performance of the competitive activities of the university football team confirms the effectiveness of the method developed by us. Use of modern receptions and methods of training within realization of system and activity approach has a significant impact on socialization of the student. On the basis of the questioning which is carried out among pupils of 9–10 classes we revealed positive dynamics of the level of development of the research culture defining their personal formation and self-determination. According to us systematic use in practice of teaching history and social science of the methods aimed at the development of informative universal educational actions has a decisive influence on formation of research skills of pupils. Thus, the organization of research activity of pupils assumes creative interaction between the teacher and the pupil where both subjects act as active participants of development of educational space. As a result, there is a successful integration of school students into society, and teachers improve the professional skill. The main factor limiting the number of the Oriental White Stork is the shortage of large trees necessary for the placement of nests. Since the second half of the last century was marked by a gradual transition to the nesting of this species on artificial structures — nonresidential buildings, supports of power lines passing nearby forage habitat, and since 1996 in the Prikhankaiskaya Lowland storks nest and on special supports, installed on the territory of the nature reserve Khankaisky” and its buffer zone. The paper summarizes the literature data, as well as the author’s data for the period from 2014 to 2017. The Area of work covered about 50% of the territory of Primorsky Krai, which previously noted the nesting of the Oriental White Stork and about 80% of the transmission towers potentially suitable for the placement of its nests. The length of automobile routes year was about 2 500 km, walking about 200 km in the surveyed area was found 19 occupied nests of Oriental White Stork. When interviewing students of the Russian Presidential Academy of National Economy and Public Administration (RANEPA), we found that the main influence on the choice of applicants for the place and direction of study is provided by the factors: USE set (52.3 %), parents' advice (47.7 %) and interest in future profession (37.7 %). The minimum value was provided by the preliminary vocational orientation of schoolchildren (8 %). As a result, fewer respondents (21 %) have an idea of the specifics of work after graduation, as many respondents (23.5 %) show interest in the relevance of the chosen profession. We came to the following conclusions. A significant number of applicants lack a conscious approach to choosing a future specialty. The result is unjustified expectations of the learning process. About half of the students are ready to change their profession. After graduating from undergraduate a significant number of respondents are not ready to continue their studies in the chosen direction. The professional orientation of schoolchildren does not have a significant impact on the choice of a future profession. The study allowed us to formulate proposals on the organization of the work of the university admission campaign. Firstly, it is necessary to increase the professional orientation of schoolchildren in order to increase the awareness of both the applicants themselves and their parents about the features of the chosen specialty, its relevance and personnel needs in the Russian market. Secondly, during the admission campaign it is necessary to use the opportunity to form the primary vocational guidance of applicants, namely the organization of leisure activities of applicants together with students during the period between the filing of documents and enrollment. Of particular importance is the issue of preparing student volunteers to work in the selection committee, given their influence on the applicants' opinion when submitting documents. As a result of our research, it was revealed that the “teacher and student” creative-value interaction stimulates students to active learning, which contributes to the development of their creativity, regardless of the subject being taught. We have identified the following factors for the successful development of creativity of university students in the process of creative-value interaction between a teacher and a student. First, the model of creative behavior, of which the teacher is a model. Secondly, the teacher’s true value attitude to the students' creative abilities. The creative teacher seeks to teach the skills of creative and critical thinking, the features and stages of the creative process, as well as to create a favorable environment for the development of creativity. Thirdly, creativity is more productive in a team, and the more diverse and diverse the team members are, the more interesting and original ideas will appear. As our research has shown, the result of the “teacher and student” creative-value interaction is the professional and moral enrichment of the individual, the actualization of achievement motives, the development of creativity and the qualifications of students. We have confirmed that students transfer creativity to their livelihoods after they graduate from the university, bringing their creative ideas to life, opening up new opportunities. The current approaches to the management of the educational process need some adjustments related to changes in the educational services market, the urgent need to train specialists in the educational industry who are able to effectively carry out the educational process, manage them, and promote personal development and educational organization (educational institution). High-quality educational service is, first of all, an effective educational process, with diagnostics at the entrance and the formation of certain competencies at the output, based on the principles of complexity, continuity, perspectivity, totality, optimality, level and reflexivity. The conducted studies allow us to conclude that the successive approach in managing the educational process allows for the most efficient implementation of educational activities, interacting with all participants in the educational process. The results of the study showed that experience can be considered positive, which helps to form a young teacher’s ability to overcome difficulties of an objective and subjective nature in the process of independent performance of pedagogical activity, to build constructive relations with all subjects of the educational process. Positive experience is characterized by a sense of satisfaction with the chosen profession, the aspiration for professional growth and self-improvement within the chosen profession. Negative experience of pedagogical interaction leads to doubts about the correctness of professional choice, inability and reluctance to overcome difficulties in the performance of all activities of the school teacher, characterized by a feeling of dissatisfaction by himself and the chosen profession, the aspiration to change the profession. The experience of pedagogical interaction with the subjects of the educational process, acquired by young teachers during the period of professional adaptation, helps them to make sure of the correct choice of the profession, to determine the nearest and prospective professional plans. Historical and pedagogical analysis of studies which as devoted to the problem of self education allowed to reveal distinctive features of content of such notions as “self-education” and “self-educational activity”. Diagnostics of planning of self educational activity has shown that the college students are not ready enough to the full independent construction of the educational trajectory. On the basis of study of scientific literature and analyzing of pedagogical experience we reveal the main stages of development of self-educational activity of college student. Distinctive feature of given stages is their interpretation according to the courses of training and professional readiness. We believe that implementing definite tasks on every stage allows every student to develop the skills of self educational activity. That is why the teacher’s important task is to reveal certain facts that affect the efficiency of the defined process. Submitted stages of development of self educational activity of the college student and brief description of tasks of every stage have become possible decisions of defined problem. Planning and systemacy are criteria guidelines of achievement of educational efficiency. We carried out a study on the diagnosis of the empathic ability of medical students on techniques A. Mehrabian, N. Epstein and V.V. Boyko. The study showed that 39.4% of the surveyed students have an average level of formation of empathic abilities, 51.1% — low and 9.5% — very low. In 89.6% of girls in communication dominated emotional channel, due to the greater ability of girls to enter into an emotional resonance with others. 54.5% of the boys showed the rational and 44.4% — intuitive channels of empathy. Attention is drawn to the fact that only 34.4% of students demonstrated an average ability to empathy, which indicated a lack of skills to create an atmosphere of information and energy exchange in interaction with patients, and 55.5% of respondents did not identify themselves as a subject of empathic relations in future professional activities. Our results indicate the need for early diagnosis and further development of professionally significant communicative qualities of the future doctor at all stages of Higher education, based on the principles of corporate culture of the medical University and the traditions of the Russian medical school. We have identified for the study the following pedagogical conditions for the effectiveness of the formation of citizenship of students: a high level of pedagogical and civic culture of teachers; the use of effective educational technologies, the creation of conditions for the motivation of civic behavior of students; phased interiorization of civil values in the course of specially organized value-orientation activities; integration of educational forces of the educational institution. In our opinion, the basic principles that determine the requirements for the implementation of the model of the formation of citizenship of students are the following: the principle of disclosing the civilian values of the profession; the principle of integration of cognitive, labor and social activities; the principle of interdisciplinary connections in the study of general and special disciplines; criterion-evaluative principle. We have established that education in higher education will meet modern requirements if the following tasks are accomplished: 1) a deep theoretical understanding of the problems of civic education, the development of civic self-consciousness of young people; 2) development and implementation of special programs with the help of which it is possible to create conditions for the civil development and self-realization of a person, self-determination of young people in the system of life values, their self-organization in society; 3) the use of methods for the formation of civic values, the organization of civic activity, the stimulation of civic behavior of students in combination with interactive methods. Physical-mathematical sciencesAlidzhanov E.K., Lantukh Yu.D, Letuta S.N., Pashkevitch S.N., Razdobreev D.A.Technical sciencesVorobThe author has investigated some of the reasons for the decline in the quality of engineering education in Russia, among which there is a red thread in the absence in modern educational standards of higher education of the requirements for graduates to apply the principles of standardization in their professional activities. Accordingly, in the formation of basic educational programs, developers (in the absence of external requirements) are guided exclusively by their own vision of the situation, which often boils down to maintaining the academic load at the graduating department. Based on the analysis of the content of a large number of curricula in engineering areas of study at leading universities of the country, I found that most developers of educational programs have a poor understanding of the need for graduates to have competencies in the field of standardization, since there is no other subject that studies Standardization in the list of disciplines, can not be called. In my opinion, such a short-sighted attitude to the formation of requirements for learning outcomes in the technical education system in the field of standardization is unacceptable and significantly reduces the economic efficiency of production subsequently. We have conducted experimental studies to study the temperature field of the air flow of a cross plate heat exchanger, as well as studies aimed at determining the efficiency of this heat exchanger in several operating modes. As a result of our studies a pronounced temperature stratification of the air flow after the heat exchanger was revealed, the positions of the measuring sections for installing temperature sensors was determined and the efficiency values in several operating modes was calculated. Based on the results of our study, we determined that the thermal efficiency of such heat exchanger varies from 62 to 71 %, and the temperature efficiency is from 52 to 59 % at a flow velocity in the range from 1.5 to 6.2 m/s. We have founded that the temperature field of the air flow significantly depends on the design of the heat exchanger and remains similar for the main operating range of speeds and air flow rates. We have also confirmed experimentally the value of the temperature efficiency of the heat exchanger of this type at 55 % for the main practically encountered in ventilation systems the air flow velocity in the range of 1.5—5 m/s. In this paper, the author on the basis of analytical studies on the content of mobile forms of heavy metals in the components of various soil and plant systems, calculated the risks of soil and plant pollution by the previously proposed method. The integral and differential indices of migration properties of heavy metals are mathematically justified. On the basis of the results, the proposed assumption about the selectivity of the migration properties of heavy metals in different soil-plant systems was confirmed. The obtained data about the risk of contamination of soils and plants with heavy metals allows to predict the phyto-remediation of contaminated land, allow us to determine the rate of negative impact on soil and plants hold ranking soil-plant systems on migration ability. The aim of the study was to study the influence of physical and chemical parameters of wheat grain on the formation of the quality of bakery products and, on the basis of the discovered patterns, the development of methodological approaches to quality management of bakery products. 13 popular varieties of wheat grown in the Orenburg region were milled at the laboratory mill Nagema to obtain flour of 1 grade. Flour produced a laboratory wheat bread-sponge method. As managing technology parameter of production in the production of bread used the rate of humidity of the dough. Prepared sponge samples with humidity from 41 to 72 % in increments of 1 %. As a physico-chemical indicator of grain quality, with a high degree of importance determining the baking quality of flour, grain hardness index was used, which was determined by the PMT-3 microhardometer. It is established that information about the hardness of grain can be used to control the quality of finished products. Control is possible by selecting a certain humidity sponge in the sponge method of dough preparation. |
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© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465 Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г. Учредитель: Оренбургский государственный университет (ОГУ) Главный редактор: С.А. Мирошников Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335 Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru |
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