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№ 1 (224), 20 february 2020doi: 10.25198/1814-6457 PedagogicsAptikieva L.R.My theoretical study of the consequences of psycho-violence for different age categories made it possible to identify specific features of the consequences for different age categories. Consequences for children: sleep disturbances; hyperreactivity; impaired memory and concentration; irritability; a sharp decline in school performance; change of worldview; the emergence of many complexes; low self-esteem; maladaptation; health problems (various diseases occur); difficulty in building relationships; developmental delays (mental, emotional, speech); constant stress, fear, expectation of danger; suicidal tendency, asocial lifestyle. The consequences of psycho-violence in adults are disorders of a psychological and physical nature: sleep disturbances; nervous breakdowns; irritability; depression; anxiety; difficulty concentrating; panic conditions, heart attacks; loss of self-esteem; decreased self-esteem; violation of social relations; decrease in labor productivity. The consequences of psycho-violence for different age categories are different, the general thing is that violations affect all levels of a person’s functioning and lead to persistent personality changes. During the main training time of the training process, much attention is paid to the technical and tactical actions of the player. For general and special physical training of volleyball players special conditions and additional training time are necessary. The lack of such conditions in most student volleyball teams significantly reduces the game result as a whole. In search of a way out of the current problem, we have developed a method of education of physical capable taking into account the peculiarities of game actions of volleyball players. On the basis of the individual approach, and taking into account the training conditions of the male team of OGU, a program of general and special physical training was drawn up for each volleyball player, depending on his playing function on the site. At the final stage of our experiment, the player 's physical and special-physical preparedness rates increased markedly. The level of endurance of anaerobic character, jump endurance, high-speed endurance of attacking players, “libero,” defenders increased by 30%. The level of speed and speed-force abilities of volleyball players with different game role increased from 25–37 %. The obtained data of the study showed that the use of the technique developed by us of physical preparation of volleyball player significantly improved physical preparation of each player with different roles, and performance of the team as a whole. The developed pedagogical system for the formation of the communicative-compensatory competence of students of the primary school is regulated by the social order and educational normative documents reflected in the normative block; is built on a complementary basis of systemic, competency-based and participatory approaches; consists of five interconnected blocks (motivational-targeted, organizational-substantive, operational-activity and reflective-diagnostic); functions taking into account the basic principles (consciousness, science, accessibility, activity, strength, visibility) and specific principles (emergence, overcoming sociocultural interference, software combination, interactive didactization, personal-vector reception). The main goal of the author’s system is to diagnose a high strategically productive level of formation of communicative-compensatory competence, which will provide students with the knowledge and skills to conduct a constructive dialogue, tolerate the views of a communication partner, understand and adequately interpret the communication situation that has arisen directing her to a productive result. The results of the experimental work and a comparative analysis of the dynamics of the results of primary school students, as well as their diagnosis by the methods of mathematical statistics, showed a significant improvement in the level of formation of communicative-compensatory competence, which indicates the effectiveness of the implementation of the developed system. Research and retrospective analysis of the philosophical and pedagogical heritage of the great Russian teacher, psychologist and theologian of the twentieth century V.V. Zenkovsky about the process of spiritual and moral formation of the personality of a child of primary school age made it possible to highlight his fundamental ideas of education. Spiritual and moral development of a personality in Zenkovsky’s pedagogy is impossible without the formation of moral principles in it, where the sphere of “spirituality” is the highest value of a person, the formation and correction of which goes beyond the framework of rational understanding. The basis of such a development of the child is the Christian-humanistic tradition, in which the spiritual and moral personality is integral, free, aware of the unity of the Creator and creation, and sees his life’s destiny in the continuation of God’s creation. Thus, for the theory of the education of Zenkovsky of primary school children, the fact that only moral education, filled with religious meaning, forms the true spiritual order of the child, is essential. In this article we provide a substantial theoretical ground for the efficiency of interactive educational technologies in training linguists and interpreters. The article also describes the procedure and results of the trial training programme for linguists with the use of interactive educational technologies that we conducted at university. We implemented a special complex of tasks based on interaction for developing the professional communicative competence of linguists and interpreters in reading classes in a foreign language. The article provides examples of interactive technologies based on the idea of live communicative interaction. After the implementation of the special complex of interactive tasks into practice the students demonstrated a positive shift in the development of the skills of their professional competence in foreign languages. We analysed the results of the study and proved the efficacy of interactive educational technologies in training future translators and interpreters. The outcomes of the study indicate the increase of the level of the development of professional skills among the linguists students whom we taught with the use of interactive technologies and special interactive tasks. Thus we consider their use a perspective direction of research in the methods of teaching and training linguists and interpreters. During the research, statistical data about the influence of objective and subjective factors on the efficiency of education managers’ decisions made by them in the course of managing educational systems have been received. The concept of the author’s program of teaching education managers how to make managerial decisions ensures their mastering necessary skills as a process of development of the innovative culture. The content of the program allows to design the decision-making process as a specific kind of management activity. The methodical aspect of the program is aimed at using the case-study method in the process of teaching. The method provides optimal decision-making by its functionality. The research represents the experience of teaching the managerial decision-making process during the Master’s course at Omsk State Pedagogical University and the experimental data that prove the effectiveness of the developed program. The realization of the teaching program of managerial decision-making in the process of education managers training during the Master’s course ensures developing the appropriate competence through mastering skills of strategy development, skills of analyzing the situation and taking into account its dynamics, skills of step-by-step implementation of decision-making procedure on the basis of comprehensive and qualitative information. Teaching managerial decision-making using the case-study method helps to decrease the role of subjective factors of the negative kind. We have presented the author’s development of an event for secondary schools using an activity-based approach to teaching biology. Tasks: selection of a relevant research topic, collection of collection and photo material, familiarization with literary sources on the ecology of the regional fauna, development of methods for conducting the event, generalization of the results. Such classes contribute to the formation of the student’s personality, his communicative preparedness, cognitive skills, interest and a positive attitude towards learning, creative thinking. The information presented can be used by biology teachers as a local history material in secondary schools as a regional component of the educational program. The study found that the “portrait” of a modern migrant has changed significantly over the past decade. He was significantly “younger”, therefore, a young man coming to Russia for work does not already have an understanding of a “common country”. The educational system of Russia is unfamiliar to him. There is no motivation to study any “sciences”, since the main purpose of his arrival is to carry out labor activities. To provide professional linguistic and methodological assistance to labor migrants from the Republic of Tajikistan, we have constructed an ethnomethodic model. The model is based on factors that allow you to determine the approach, develop a strategy, select didactic material, choose methods and techniques. Such factors are the personality of the student, the level of his education, ethno-psychological characteristics, mentality. The main approach that formed the basis of the training model for labor migrants from the Republic of Tajikistan was ethnomethodic, the main principles of which are considered to be taking into account national mentality, cultural values and especially the language of students. When creating the training model, two linguistic-educational technologies were used: traditional and blended learning. Thanks to the technology of blended learning, the ELOK Internet resource, an ethnolinguistic online course, was created and introduced into the educational process. The resource potential allows a migrant to use training materials at a convenient time for him. The effectiveness of the ethnomethodic training model for labor migrants from the Republic of Tajikistan, its role for integration into modern Russian society is confirmed by the results of experimental training and the results of state testing. An effective result allows us to talk about the need to create nationally-oriented programs of linguistic and cultural adaptation of foreign citizens. The nature of the creative-value interaction of the teacher and students in the process of teaching a foreign language has to be upcoming. It is possible to create such an interaction in the digital environment of MOODLE using some certain principles of course design. In 2017–2018 there was implemented an additional course of a foreign language for students (1–3 courses) of non-linguistic specialties in the digital environment of Moodle, Orenburg State University. Experiment results showed that the level of creativity was higher at the final testing of the course comparing to the entrance one. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements. Relevant training of personnel as a part of the “training through all life” system is implemented in additional professional education which possesses necessary mobility and flexibility of programs, technologies and techniques of training for timely the answer to calls of dynamically developing oil and gas production. At the same time experience of DPO in training of personnel of an oil and gas complex for situations of production risk is insufficiently scientifically presented and studied. The purpose of the article is to present the results of modeling and implementation of training of oil and gas industry personnel to situations of industrial risk in conditions of additional professional education (DPO). I have developed a model of training of oil and gas industry personnel to situations of industrial risk, implemented in conditions of additional professional education on the basis of a systematic approach. The model is an integration of target, methodological, structural, content-technological and performance-evaluation blocks. Implementation of the model is based on interaction of “DPO-client-employer,” filling of DPO programs with up-to-date subject knowledge, orientation on digitalization and visualization of production and training processes. The pilot study involved 1,232 engineering participants. The results of the study are based on the creation and implementation of a model for training oil and gas industry personnel for production risk situations. There were positive changes in the results of training — the share of students demonstrating the ability to act independently in situations of industrial risk increased in the experimental groups from 5.94% to 21.78%. A theoretical study made it possible to establish reasons that affect the activities nature of a military university teacher. They are associated with a change in value orientations in society and the army. The rethinking of the traditional values of military service and officers is indicated. For the successful organization of professional and pedagogical activity of military university teachers, understanding of changes in norms, values, discourse and military professional and pedagogical activity is also required. The importance of the teacher’s personality, his unique professional and human qualities, as well as those values that he himself follows and broadcasts to cadets is emphasized. The results of axiological analysis show that the values of professional and pedagogical activity of teachers of a military university are a well-established system of attitudes, informed representations, which ensures the choice of strategies for professional behavior of teachers of a military university, its stability and continuity. This system is holistic in nature and acts as a cognitively functioning system that determines the relationship between the prevailing views on the problems of military education, the requirements of military service and the teacher professional and pedagogical activity. Under the conditions of irreversible axiological changes, the work of a teacher at a military university is becoming more and more complicated. Values are manifested in the style of teachers professional and pedagogical activity, the nature of the relationship built by teachers. The values of professional pedagogical activity are formed on the basis of ethical standards, moral and ethical guidelines, attitudes that exist in the professional pedagogical community of military university teachers. |
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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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