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№ 1š(219),š14šfebruaryš2019doi:š10.25198/1814-6457 PedagogicsKamenskiy A.M.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. The basic feature of the Russian “frontier” civilization is the dominance of the diversity principle over the unity principle, due to the multi-ethnic and multi-religious nature of Russia. Therefore, the main task of state power at all stages of development of Russia was the task of strengthening the spiritual unity of the peoples of the empire, which was carried out by various methods, including through education. The education reform of the period of Alexanderš, which presupposed the translation of the Bible into the native languages of the peoples of the empire, as well as the system of “foreign” education of N.I. Ilminsky, implemented in the 60–70s of the 19thšcentury among the peoples of the East of Russia, was subordinated to this goal. However, these attempts at spiritual integration of a confessionally diverse Russian society based on the Orthodox faith had a powerful unplanned effect — the intensification of the country’s ethnic and cultural dynamics. In the Soviet period, when the state embarked on the formation of a single historical community “Soviet people”, education became a means of cultural unification of the peoples of the country, which would be later one of the reasons for strengthening separatist sentiments in the national republics and the destruction of the integrity of the once united state. Now, the education system in Russia actively introduces various innovations, not trying to find out their importance for the development of society and compliance with the cultural specifics of the country. As a result, the basic characteristics of the new education model are in conflict with the civilizational characteristics of the “frontier” civilization. In my opinion, such uncritical borrowing of educational models created in mono-ethnic Western societies is becoming a factor in the decline of the country's ethnic and cultural security. Theoretical analysis of pedagogical ideas allowed me to consider the concept of a pedagogical worldview as an integrative formation that includes a number of structural and functional components: emotional, axiological, technological and personal-creative, mastering each of which is carried out consistently and forms a holistic understanding of the pedagogical profession. As a result of my research, I have found out for the first time that the emotional-value component is fundamental because it contains the assimilation and acceptance of the values of pedagogical work, without which it is impossible to master the profession. Summarizing the understanding of the pedagogical worldview, I have come to the conclusion that the pedagogical worldview, being an integrative formation, involves the inclusion of interrelated components in its structure. The most important component is emotional, because, on the basis of these values, professional identification of oneself as the subject of pedagogical activity is carried out. In solving the goal and the tasks set, the author relies on the best practices and theoretical provisions of modern pedagogy, which allowed him to identify three main types of information technology implementation in the university’s learning process: “advanced” technology, use as core technology and as monotechnology. The article presents the results of a study conducted in KorkytAta Kyzylorda State University on the basis of the pedagogical specialty “Informatics”. The analysis of these types of information technologies allowed the author to effectively build a method of using information technologies in the educational process, on the basis of which to teach students the ability to select the most effective multimedia technologies for organizing the educational process for the discipline “Informatics”, to enable them to participate in cognitive activity, thereby developing cognitive independence, as well as to prove that the development of modern, new types, forms of training and education in combination and with professional skill contributes to the quality preparation of the future specialist. In the given research, I believe that the discursive methods respond to the modern methodological needs of teachers-researchers and consider the discursive methods from the perspective of understanding the discourse within a three-tier system. Such a system is applicable to the discourse of scientific and pedagogical knowledge. For each level of the discourse structure, the most acceptable discourse method has been proposed. Discourse analysis is defined as the central and connecting link of discursive methods. I have discovered that the grounded theory and content analysis are suitable for analyzing the sources of information of the first structure. The second aspect of the discourse structure, which includes oral and written discourse practices, requires a more comprehensive method of analysis: discourse-analysis itself. The third aspect of the discourse structure is amenable to the study of conversion analysis. I found that a researcher can use several discursive methods to analyze discursive practices corresponding to the discourse structure. In this regard, I proposed a “tree” of discursive methods, designed to rationally justify their relationship. Also, I concluded that a conglomerate of discursive methods allows us to go into the study of discourse in a complex, i.e. analyze the discourse at the cognitive, communicative and active levels. Currently, to study the theoretical section of the discipline “Self-defense, its legal foundations and methods of its application” only lecture classes and preparation of essays are used. Our testing of students showed a low level of knowledge gained as a result of the application of these forms of education. In search of a solution to the existing problem, we developed a training course in the Moodle e-learning system in the educational process of the “self-defense” discipline, and tested its effectiveness. As a result of the experimental work, we found that the use of the program developed by us in the Moodle system for the academic discipline “Self-defense, its legal foundations and methods of its application” allows increasing motivation, reaching the level of conscious attitude of students to this type of activity in the system of students’ professional training. Thus, the use of the training course developed by us in the Moodle system significantly improved the level of theoretical preparedness in studying this discipline. The implementation by students of methodological and practical tasks of the training course, contributed to the stabilization of interest and practical exercises. Thanks to electronic distance learning, students were able to independently obtain the necessary knowledge using the most attractive resources, which allows you to make the learning process more intensive. As one of the promising means of solving this problem, we can consider distance learning technologies, taking into account the role of written speech when communicating in modern conditions. For example, for lawyers this type of speech activity is one of the main tools of work because it is required to log all points and outcomes of legal relationships. Therefore the appropriate research objective should be a theoretical justification and development of a methodology for professionally oriented teaching of foreign language writing with use of distance learning technologies. At the same time one of the applied aspects of the task is to create a structure of the distance learning course, and to select the required set of studying tools that Webš2.0 offers us today. Modern information and educational environment provides wide opportunities for the effective organization of self-study activities of students of non-linguistic universities in the foreign language learning. Consequently, when learning foreign language writing for professional purposes, the teaching methodology can be built on the basis of the integration of full-time and distance forms of education. The analytical review of trends conducted by me in the foreign and Russian space showed an active search for scientists in the field of improving the efficiency of education. A survey of 2,000 respondents in Moscow schools inš2017, based on the questionnaires I developed, revealed tendencies of the applicants' orientation on creative dialogical learning. The approbation of the complex of personal and professional development methods offered by me was successfully carried out at RSU named by A.N.šKosygin, Moscow, from 2014 to 2018. The teaching staff was formed by me on the basis of multi-functional training (various professional retraining, different areas of undergraduate and graduate programs) with the aim of introducing interdisciplinarity in training. To enhance the informal educational and creative activities of students and teachers, I recommended the principle of dialogical relations. The result of the introduction of methods was to increase the efficiency of training and development of student journalists, including television journalists, and to increase the number of applicants 9štimes in 4šyears. The study showed that strengthening the creative component is important for the preparation of a modern journalist. The combination of meta-profile creative projects, interdisciplinary approaches in education, non-formal pedagogy, and the formation of a holistic picture of the world in the context of dialogical interrelations can be determined by the most effective pedagogical conditions for creative development of students. Cross-functional university opens up additional opportunities for integration processes. We have developed a laboratory lesson using a problem teaching method — a research method in the course “Entomology” for students of natural science of higher education. At the lesson, students were offered to study parasitic insects on the example of an extensive group of Tachinid flies (Diptera, Tachinidae), whose representatives are not well studied in the Far East and are important in biological control of insects — pests of agriculture and forestry. Inclusion in research activity allows revealing the essence of the phenomena studied, contributes to the development of logical thinking, motivation of educational activity, ability for independent creative research and determines growth, both professionally and personally. The presented information can be used as a study of local lore material in universities with departments of biological orientation and secondary schools, as well as biology teachers. PsychologyGulenina S.V., Strelets Yu.Sh.The purpose of the study is to identify the basic “artifacts” of culture, its schemes and constants that are universal, i.še. finding themselves in the organizational culture of an organization, a company, and making possible the comparison of macro and micro levels of sociocultural phenomena. The methodological basis of the work is the mechanism of analogy and modeling in the context of the hypothesis of a non-random, i.e. fundamental unity of structural and dynamic aspects of the culture of society and organizational culture of an organization of economic type. The general basis of the research is the philosophy of culture and the psychology of organizational relationships, and heuristically significant conclusions include: – objectives of the need to consider the organizational aspects of economic development in the context of the culture of society as a whole; – recommendation for researchers of the organizational culture to take into account both the objective and the subjective aspects of organizational relationships, i.še. not only “pragmatics of action”, but also cultural attitudes of workers. Thus, the comparison of “two cultures” at macro and micro levels is heuristically useful and sheds light on their specific content. The representative sample included first and final year students of universities in Orenburg in the amount of 68špeople. Questionnaire “styles of activity” (SA-36) A.D.šIshkova and N.G.šMiloradova allowed to identify differences between students of junior and senior courses. We found differences in the styles of students' activities: the predominance of the theoretical and reflective type of activity among younger students and the dominance of the pragmatic and active type among senior students. The questionnaire “Diagnosis of features of self-organization” (DFSO-39) A.D.šIshkov allowed us to reveal that junior students showed medium and high targets for goal setting, which indicates a sufficient level of development of skills for accepting and retaining goals, with an overall low level of self-organization. Self-organization of senior students is distinguished by higher self-control, an analysis of the circumstances that are essential to achieve the goal, the level of planning their own activities, and the development of volitional qualities. Based on mathematical statistics, we identified differences between groups at the level of independence and organization of students. Younger students showed medium and high targets for goal-setting, which indicates a sufficient level of development of skills for adopting and maintaining goals, with an overall low level of self-organization. Differences were found in the styles of students' activities: the predominance of the theoretical and reflective type of activity among younger students and the dominance of the pragmatic and active type among senior students. The data obtained in our study indicate the need to optimize the educational process and the inclusion of academic disciplines related to learning self-organization. The object of study — parent-child relationship. We assume that the psychological correction of parent-child relationships includes a consistent effect on mental phenomena with varying degrees of plasticity. The study of parent-child relationships in modern psychological science is a current direction. This is due to their special significance for the formation of the child’s personality and the well-being of the family as a whole. In recent years, the need for psychological and pedagogical assistance to parents in raising their children has increased. There are a large number of terms for describing parent-child relationships. Researchers have developed many classifications of parental attitudes and positions, parental representations and relationships (O.šConner, A.A.šChekalina, T.V.šBragina, E.A.šSavina and E.O.šSmirnova, R.V.šOvcharova). Typologies of family education styles are presented in the works of D.šBaumrind, E.G.šEidemiller and A.E.šLichko, V.I.šGarbuzov, E.T.šSokolova. According to R.V.šOvcharova Á developed form of parenthood includes the following components: family values, parental attitudes and expectations, feelings, parental responsibility, and family education style. All elements are interconnected with each other, and on their basis the parent implements the leading style of family education. Parenting style is most accessible for external observation. It plays an important role in the development of the child’s personality. Thus, the analysis of domestic and foreign literature on the problems of psychological correction of parent-child relationships allowed us to identify several mental phenomena with different degrees of plasticity. According to foreign researchers R.šMills, K.šRubin, A.šSameroff and L.šFiese, parental attitudes are most resistant to psychological effects. And from the point of view of domestic authors, A.S.šSpivakovskaya, R.V.šOvcharova and others — parental settings, as well as the style of family education have flexibility. We concluded that parental attitudes and the style of family education are amenable to correction in varying degrees. Parental settings are more static in comparison with the style of family education. Summarizing the approaches of domestic and foreign psychologists, we also found that the psychocorrectional program is the main tool for correcting parental attitudes and styles of family education. The programs offered in the periodical literature integrate the achievements of various scientific approaches and psychological schools. Further development of psychocorrectional programs and their improvement seems to us to be an actual direction. The multidimensional nature of the problem of the quality of life in general and its psychological component: the subjective assessment of well-being forces us to pay attention to the factors that have changed mostly in the life situation of older people who have ceased their work activity: changes in the sphere of communication, interaction, communication. In this regard, the influence of communicative competence on the subjective assessment of well-being of older people who continue and complete their work activities was investigated. A study was conducted with two groups of elderly people in the amount of 60, including women and men aged 55–65, divided by the criterion of continuation / completion of labor activity living in St.šPetersburg. A comparative study was carried out by means of private psychodiagnostic methods: “The scale of subjective well-being” (adaptation of M.V.šSokolova), “Test of life-meaning orientations” (D.A.šLeontiev). In addition, the following methods were used: the informal conversation method, the author’s questionnaire “Subjective well-being” and the author’s formalized observation “Formation of communicative competence”. It was found that subjective well-being is higher among older workers. The use of correlation analysis revealed that retirement with the simultaneous termination of work leads to a decrease in the subjective assessment of well-being, as it entails changes in social status and a person’s usual lifestyle. Maintaining and improving the subjective well-being of non-working older people requires the development of communicative competence. |
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