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№ 2 (230), 22 april 2021doi: 10.25198/1814-6457 PedagogicsBochkareva T.S., Kabanova O.V.During our research it was determined that for successful business relationships, it is necessary to clearly assess the importance of different value systems and how these different value systems affect the success of cross-cultural interaction. A students’ and teachers’ survey revealed the ways to intensify speech activities in classes in the “Business Foreign Language” discipline in which behavior standard are also learned. These ways directly affect the assessments development that determine the perception of other people, relationships and the communication style with them. The authors pay special attention to the concepts definitions such as “culture”, “value”, peculiarities of behavior in various modern societies when conducting international business. We have discovered that the implementation of a specific life target setting occurs in the interaction process between the participants in communication and proceeds on the basis of feedback in specific types of speech activities. Within the framework of the “Business Foreign Language” discipline, the teacher needs to include the material on intercultural issues for successful cross-cultural interaction. This should become an integral part of the work on the undergraduates’ socialization who acquire communication skills in the cross-cultural space within international activity taking part in meetings and negotiations organized in classes, presentations, as well as through various forms of written communication. As a study result, it was found that the use of a personal-oriented methods complex helps to overcome the psychological barrier in the communication process and to form culture of speech behavior, which is a factor in the development of a person's value attitude to learning a foreign language. The knowledge of behavior practices, the study of international experience of communication, cultural values are the key to successful cross-cultural interaction. We have carried out a theoretical study of the currently existing applications of psychological and pedagogical support for preschool and school children. It has been established that there is a specific potential of a mobile application based on taking into account personal, cross-cultural characteristics, as well as sensitive, crisis periods of psychological development of preschool and school children. A feature of a number of applications is the support of the process of family education of children from birth to entry into adulthood. To study parent-child relationships, projective methods were used. The relationship between parents and children was studied using the “My Family” methodology. Methods for the study of the relationship between adults and children make it possible to competently build interpersonal relationships of family subjects and form a culture of relations between adults and children in the modern world. Thus, the mobile application can be used as an assistant for parents in psychological and pedagogical support of the child. The difference between the mobile application is the account of personal, cross-cultural characteristics and sensitive, crisis periods of the child's psychological development. 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. The purpose of the study was to clarify the essence and develop a classification of information and communication skills of a University teacher in the conditions of digitalization of the educational environment. As a result of theoretical study of the scientific and pedagogical literature revealed that the digitalization of the educational environment is currently being implemented in the following areas: transfer of learning materials (lectures, presentations, textbooks, complexes of individual creative tasks, control knowledge) in the electronic environment; designing interactive e-learning environment interaction between teacher and students, providing access to electronic information and educational resources of the University; development of innovative educational resources (electronic textbooks, video lectures, electronic problem books, etc.); organization of innovative forms of obuchenie through the use of electronic resources the educational environment of the University; use in educational activities resources artificial intelligence. We see the essence of the concept of “information and communication skills” as a complex of General user, pedagogical and subject-pedagogical skills that ensure adequate perception, processing and reproduction of information. The developed author’s classification allows us to systematize the information and communication skills of a University teacher in accordance with the leading directions of digitalization of the educational environment. The information and communication skills of a University teacher in the conditions of digitalization of the educational environment include: the ability to use office software to present educational materials and pedagogical work; use Internet resources for educational purposes; use synchronous and asynchronous Internet communication tools; develop electronic textbooks with elements of interactive technologies; carry out the educational process in online and (or) mixed mode; work in online pedagogical communities; work in the format of video conferences; use artificial intelligence technologies for educational purposes. We note that to a large extent, the effectiveness of the development of information and communication skills of a university teacher is ensured by activating the axiological component of the personal educational environment. The paper considers the axiologization of education as a key modern trend in the development of higher education in a rapidly changing world. It is proved that the result of axiologization of education is the development of the value attitude of the university teacher to the profession, stable professionally significant and vital value orientations that determine the achievement of high results in life and in professional activity. 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. In the context of the considered levels of testing, the typology of tasks is given. Each type of task is evaluated in terms of compliance with the level of testing and application tasks: processing and storing test results. Specific examples of each type of task are given, taking into account the possible varieties. Examples of tasks are also analyzed from the point of view of the components of communicative and language competencies, the formation, development and consolidation of which they are aimed at. Special attention is paid to the selection of language material for the preparation of test tasks, the application of the rules for the preparation of test tasks, in particular, the rules for the use of distractors. The considered rules are based on six basic principles of constructing linguodidactic tests: scientific, effective, comprehensive, hierarchical organization, systematic and consistent, and objective. The stages of designing test tasks are also described, each of which consists of a number of practical actions, the conscientious implementation of which, in turn, allows you to implement the above principles in relation to different types of speech — oral and written, expressive or impressive. A detailed review of the types of tasks, their varieties, principles, rules and stages of their creation allows us to formulate clear, unambiguous criteria for evaluating both the results and the process of developing skills in Russian as a foreign language. The society has necessity in specialists of new format — socially and professionally active engineers with outlined personal features and unique competencies. This requirement is directing technical universities to preparation of engineers of new formation. The rapid scientific and technical progress, integration of innovations to educational process of higher technical university are presenting new requirements to the teacher activity, that are connected with necessity to work in conditions of high competition and to use opportunities of educational environment and infrastructure of higher educational institution for the purpose of organizing the interconnection of all participants of educational process. Technical university today is undergoing changes into the center of new technologies generation in preparation of technical staff. Now, it is being changed to a “hub” — the network of corporations that work with customers and suppliers of innovations the way they provide the transfer of technologies to modern market of consuming. These factors show high requirements to professional and pedagogical staff of university, teacher activity and their personal features and competencies. The article tried to analyze professional-pedagogical activity of higher education teacher, professionalism of which is undergoing the increase of requirements. We noted that teachers have necessity to tackle society challenges and adequately react on innovative changes in order to keep competitiveness and high demand. Based on found transformative changes at technical universities, problematic aspects of readiness of higher education teacher to complete professional and pedagogical activity in conditions of innovations were analyzed. The necessity of forming new environment, changing professional behavior of teachers at higher technical education was noted based on research of professional-pedagogical activity of teacher. It is connected with strengthening the role of teacher not only as a knowledge medium, but as an agent of changes in education and interpreter of innovative tasks. In addition, distance learning contributed to the development of self-discipline of students in preparation for classes and significantly increased the level of psychological comfort of students. With this type of training, a subjective assessment on the part of the teacher is excluded, since he does not take part in testing on the exam, but only processes the obtained results and puts marks in an electronic statement. Most students see this as the main advantage. One of the factors contributing to improving the effectiveness of contact work is the preliminary propedeutic independent study of the material when applying the empirical component of the deductive-empirical approach to teaching higher mathematics. The proposed new deductive-empirical approach to the organization of non-auditory independent work in the study of the disciplines of the mathematical cycle by students of natural sciences should include the following directions/stages: 1) providing historical information on the empirical approach to solve mathematical problems arising in solving natural science and technical problems, 2) experiments leading to the expediency of introducing new concepts and experiments illustrating definitions, 3) empirical justification of difficult-to-prove and not obviously feasible theorems, 4) application of experimental method to find numerical values of quantities, 5) use of the experimental method to illustrate and check the results of solving a problem, 6) monitoring the effectiveness of applying a deductive-empirical approach to teaching mathematics. To increase the efficiency of propedeutic independent study, it is necessary to use appropriate methodological support. And the last (depending on the section being studied), you can use interactive methodological guidelines integrated with applications written in various high-level languages, emulators of devices for conducting mathematical experiments, etc. Thus, students of natural sciences should study mathematical disciplines in the inextricable unity of the traditional deductive presentation of educational material with an empirical approach to learning with the wide use of interactive technologies. I have conducted a sociological survey of servicemen of the Armed Forces of the Republic of Kazakhstan. It is noted that the professional development of officers is increasingly viewed from the perspective of a career approach. In the course of the study, it was found that the master's degree plays an important role in the professional life of an officer: it enriches it with new knowledge and ideas, contributes to meeting the needs for prestige and career. Modern trends indicate an increasing need for the elaboration of the methodology of this problem. The author presents his own view on the formulation of a number of concepts, such as “career and professional development of an officer”, “professional career of an officer”, “the readiness of graduate students of a military university to design and develop a career.” Thus, the training of officers in the military magistracy in the context of the development of their professional careers has acquired the status of the most important problem of modern military education and a key task of educational reforms in the present and near future. In this regard, the article examines and analyzes the most important trends in the development of additional professional pedagogical education on the basis of a systematic approach. The analysis showed that in the current situation, institutions of additional professional education are forced to respond to a number of new challenges related to (1) ensuring competitiveness and productive interaction with employers and direct consumers of educational services, (2) gradual centralization and unification of additional professional pedagogical education, ( 3) the need to develop adaptive, practice-oriented and flexible additional professional programs focused on the current model of a highly qualified specialist and (4) the creation of a modern motivating educational environment, including through organizing the activities of network “professional communities of practice” based on the use of information and communication technologies. Hence, the main conclusion is that institutions of additional professional pedagogical education should be transformed today into modern multifunctional centers that provide a variety of educational services, and the programs they implement should be transformed into complex block-modular constructs in which practice-oriented content is designed on the basis of micro– and nanomodular approaches, leading didactic scenarios, scientific and methodological infrastructure to support students in the learning process and in the post-course period, including “communities of practice” and “learning communities”, a methodology for assessing professional competencies, as well as possible career prospects and student requests. The article uses the methods of theoretical analysis of sources, analysis of statistical data, the results of observations of the organization of international academic mobility. In this article, the process of academic mobility is considered as a general term referring to both groups of participants — students and teachers of higher education institutions. We live in an era of globalization, in which the internationalization of higher education refers to an overarching process of institutional transformation aimed at integrating the international and intercultural dimension into the mission and one of the core functions of higher education institutions. The process of globalization blurs the borders between countries, bringing together the education and science systems of different countries. Academic mobility of students and teachers is defined as crossing national borders for the purpose of studying or teaching in higher education or participating in research abroad. Through the development of the process of academic mobility of students and teachers, cooperation between universities will be strengthened, which is a prerequisite for achieving the internationalization of education. We have determined the composition of the cognitive and communicative skills of students necessary to achieve the planned learning outcome: the ability to find a solution, the ability to present and evaluate results, the ability to independently master information, the ability to read meaningfully, the ability to perform logical operations, the ability to work with information, the ability to construct a text, the ability design and redesign of the text, the ability to structure information, reflexive skills and others. The directions of work on the development of communicative and cognitive skills and abilities of students are determined: work on the development of information is organized on the basis of constructing supporting logical schemes, educational actions with language material serve to develop the mental operations of students — analysis, synthesis, classification, generalization, association, analogy, concretization, transcoding and many others; educational activity for building a text with expansion involves the development of skills and abilities of self-reflection — tracking and explaining the logic of their actions, assessing their own activities, correcting the results. Having considered the components of cognitive and communicative skills and ways of their developing and sharpening, the authors select and demonstrate the relevance of the training content. Theoretical and practical studies on the correlation between cross-cultural competence and critical thinking allowed us to formulate the requirements to the assignments’ content aimed at developing critical thinking skills during foreign language classes: it is important to provide students with the opportunity to introduce them to the realities that are extra to their own experience and to diversify their intercultural interactions’ scenario. Observations about the changes in the students’ communicative and cultural activities led us to the conclusion that critical thinking stimulates the development of such important intercultural competence skills as multicultural awareness, readiness to learn cultural diversity, positive reaction to different viewpoints, formulating hypotheses and making assumptions about partner’s behavior and selecting an appropriate personal behavior model after identify similarities and differences, drawing independent and objective conclusion. |
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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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