Статьи журнала - Вестник Южно-Уральского государственного университета. Серия: Образование. Педагогические науки

Все статьи: 962

"Студенты с повышенными образовательными потребностями" как педагогическое понятие

"Студенты с повышенными образовательными потребностями" как педагогическое понятие

Скоробогатова Анна Сергеевна, Сюзюмова Людмила Анатольевна

Статья научная

Статья посвящена исследованию понятийно-категориального поля «студенты с повышенными образовательными потребностями». Авторы изучили состояние вопроса в научной литературе, проанализировали следующие понятия: «человеческий ресурс», «талант», «одаренность», «когнитивная гибкость», «студент», «потребность», «образовательная потребность». В статье обоснована необходимость четкого представления о сущности ключевых понятий и их взаимосвязь, а также представлен краткий обзор нормативно-правовых документов федерального уровня, направленных на работу с молодежью с повышенными образовательными потребностями. Для исследования понятийно-категориального поля «студенты с повышенными образовательными потребностями» были использованы различные методы, такие как метод анализа документов, метод теоретического анализа, сравнения, контекстуальный и морфологический анализ. В результате работы представлено уточненное понятие «студенты с повышенными образовательными потребностями». Данное исследование является первой ступенью к дальнейшим исследованиям, так как обзор по выделенным дефинициям служит руководством для освоения предметного поля исследования «студенты с повышенными образовательными потребностями» и ляжет в основу построения педагогической модели их образования.

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"Токсичное" педагогическое общение: анализ состояния, причины и признаки

"Токсичное" педагогическое общение: анализ состояния, причины и признаки

Овинова Лада Николаевна, Шрайбер Елена Григорьевна

Статья научная

Изменения в социально-педагогическом взаимодействии людей, особенно негативные, отражающиеся на педагогическом общении в вузе между преподавателем и студентом, должны подвергаться тщательному анализу и мониторингу, так как имеют непосредственное влияние на качество образования в высшей школе. Актуальность исследования продиктована обращающими на себя внимание единичными ситуациями «токсичного» общения в вузе. Цель статьи - анализ состояния педагогического общения на предмет его «токсичности». В качестве задач исследования авторами изучено понятие педагогического общения в вузе и некоторых его аспектов, связанных с проявлением «токсичности» в учебно-педагогическом взаимодействии; проанализировано понятие «токсичного» общения и его признаков; выявлены причины и предпосылки возникновения «токсичного» общения между педагогами и студентами: особенности цифрового поколения студентов, снижение коммуникативных навыков из-за влияния цифровизации и информатизации общества на становление личности обучающихся - представителя поколения Z, социальные и культурные различия преподавателей и студентов. Для исследования вопросов, связанных с проблемой «токсичного» педагогического общения и его проявления в учебно-педагогическом взаимодействии, авторами были использованы методы анализа психолого-педагогической литературы и профессиональной деятельности преподавателей, наблюдения и анонимного анкетирования преподавателей кафедры иностранных языков и студентов 1-го и 2-го курсов бакалавриата ЮУрГУ. По результатам исследования было установлено, что на сегодняшний день критических девиантных тенденций в рамках учебно-педагогического взаимодействия нет. Тем не менее для предупреждения возможных проявлений «токсичного» общения в будущем в силу ряда выявленных причин авторами на основе гуманно ориентированной системно-синергетической методологии Г.Н. Серикова предложена идея моделирования учебно-педагогического взаимодействия в рамках разработанной системы воспитательной работы кафедры иностранных языков ЮУрГУ, реализуемой преподавателями кафедры на занятиях по иностранному языку и во внеучебной деятельности через общекафедральные воспитательные мероприятия, утвержденные заведующим кафедрой. Совместная воспитательная (учебная и внеучебная) деятельность преподавателей и студентов, по мнению авторов, направленная на воспитание качеств личности и развитие коммуникативных навыков, является благоприятной средой, способствующей нивелированию трудностей и ошибок педагогического общения, повышая тем самым качество образовательного процесса в целом.

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Academic integration of law and journalism ESP courses through mock trial

Academic integration of law and journalism ESP courses through mock trial

Shraiber E.G., Kolmakova V.S.

Статья научная

The paper studies academic integration of two ESP courses: Law and Journalism through the common educational setting - a role play Mock Trial. The purpose of this study is to prove that a role play is an advantageous form of making academic integration to master integrated skills while studying ESP. The research is based on integrative approach to incorporate two ESP courses and to single out integrated skills as well as competency approach to develop professional, language and other skills in the role play. After the role play was completed two surveys were conducted among students to get their feedback and to evaluate the academic integration efficiency. Likert scale and ranking method were used. We reviewed literature on ESP teaching and analyzed examples of academic integration. Moreover, we suggested authors’ implication of academic integration and justified that law and journalism can be regarded as adjacent professions as they are both human oriented. Being convinced that the role play Mock Trial is the apt integral educational setting, it was hosted to practice new integrated skill - social justice as an anchor for professional and personal qualities. The results of the study aimed at enhancing integrated skills can also be applicable for other ESP settings. The research might encourage ESP teachers to design valuable educational settings to incorporate different ESP fields which may share common professional purposes to develop integrated skills.

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Academic mobility in Kostanai region: 21st century challenges

Academic mobility in Kostanai region: 21st century challenges

Kim N.P., Abil E.A., Matveeva N.A.

Статья научная

In modern conditions, it becomes more obvious that national higher education systems can not develop beyond global processes and trends, beyond the demands of the world labor market. In this regard, multidimensional education, the internationalization of education becomes a purposeful policy of the state. The priority goals included both state responsibility for higher education and global academic mobility. With the develоpment оf ICT, the cоncept оf mоbility has becоme seriоusly enriched. Nоwadays mоbility has mоre tо dо with the mоvement thrоugh the virtual space. Tоday, under the mоbility оf a specialist, we increasingly mean its virtual mоbility. The problem of organization of virtual mobility is brand new for Kostanai region, and Kazakhstan in general. The aim of the research is tо analyse the present state of academic mobility in Kostanai region, and to define the challenges brought in by new demands of 21st century education, namely organizational problems of virtual form of academic mobility. Scientific literature review, critical analysis of the results of international activities of the institutions, analysis of the professional activities of the academic staff, monitoring, observation, and a sociological survey were used to answer the questions of the research. As a result, virtual mobility challenges for Kostanai regional higher educational institutions were defined. Topics that are considered key issues to be solved before being able to really implement virtual mobility into mainstream education include accreditation and credit transfer, overlap and compliance of academic calendars, compliance with number of credit hours given for particular course implementation, and joint curriculum development. Furthermore, virtual mobility competences of higher education teachers (including intercultural competence, language management, digital literacies and skills) need improvement. At the same time, there is a lack of concrete scenarios, models and implementation procedures, and best practice examples for implementing virtual mobility. Therefore, virtual mobility programs remain a challenge for all actors involved.

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An andragogical approach to forming faculty communication competence in foreign language for international activities

An andragogical approach to forming faculty communication competence in foreign language for international activities

Volchenkova K.N.

Статья научная

This paper explains the rationale for the usage of an andragogical approach in developing faculty foreign language competence fueled by the urgent need to increase the professional mobility and to encourage the academics’ participation in international conferences. By means of a survey and literature analyses, the andragogical assumptions revealed were adjusted to the target audience - researchers. It was achieved by identifying the learners’ needs, defining their specific characteristics. This analysis resulted in the competences to be developed, characteristics to be accounted for in the educational process of mastering the fluency of researchers in English. It also showed that andragogical assumptions correlate with the qualities of researchers and should be introduced into the educational process increasing learner’s autonomy. The results can be used for the development of the educational programs for continuous education.

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Blended learning model for the development of EFL learners’ communicative competence (case of South Ural State University: higher school of electronic engineering and computer science)

Blended learning model for the development of EFL learners’ communicative competence (case of South Ural State University: higher school of electronic engineering and computer science)

Kolegova I.A., Almani A.I.A.

Статья научная

The world is developing dynamically, and the changes, that occur every day, require instant decision-making. The examples of this are the latest events in the world: lockdown and distance learning. The 21st century has tested humanity for sustainability introducing COVID-19 and many business sectors as well as the education system at all levels had to switch to a remote format. However, the South Ural State University has managed to build a full-fledged online learning system, which provides opportunities for both teaching staff and students. The article reveals the key theoretical and practical aspects of the system of blended learning at the South Ural State University, as a new design for the teaching and learning cooperation: individual education routes depending on the initial level of language proficiency; placement tests to form groups by levels with online support for them; appropriate score-rating system for monitoring students' progress at each level. Moreover, the presented level-based model of education contributes to more effective mastery of communication skills (speaking, listening, writing and reading). The pedagogical model contains three blocks: methodological block, group processes’ block and assessment block. The model was piloted in an online digital course with the students of Higher School of Electronic Engineering and Computer Science. After piloting the model, the survey was conducted among the students that participated in a blended level education program. The aim of our research was to study the satisfaction level of students with the quality of education and to analyze the implementation process of the blended learning technology. During the research the following tasks were solved: the experience of using blended learning in educational process was analyzed, the level of students’ satisfaction with the quality of education system was evaluated. This research shows that the implementation of blended learning technology in educational process had a positive impact on students' learning and the level of students` satisfaction with the education process increased.

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Blended learning: definition, models, implications for higher education

Blended learning: definition, models, implications for higher education

Bryan A., Volchenkova K.N.

Статья научная

The Project 5-100 initiated by the Ministry of Education of Russian Federation is aimed at the internationalization of leading Russian Universities at global education market. In 2015 South Ural State University (SUSU, Chelyabinsk) became part of the Project 5-100, which along with great opportunities posed a number of targets to be achieved to prove the efficiency of changes to be introduced into the education process. One of the projects in SUSU’s Road Map is aimed to introduce an innovative system of English language training for bachelor students, which is impossible without the usage of new educational technologies. One of the technologies considered an efficient one is that of blended learning. The article analyzes the concept of blended learning and its didactic possibilities to make an effective transition from a traditional learning model to an integrated one feasible, with electronic environments and resources being widely used. The authors give a critical overview of the existing blended learning models. They also consider the ways blended learning can be adopted for the Russian higher education system, with the focus on the “foreign language” training. The results can be used to develop the models of blended learning courses for higher education.

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CLIL technology as an innovative method to learn foreign languages at university

CLIL technology as an innovative method to learn foreign languages at university

Shraiber E.G., Ovinova L.N.

Статья научная

The article deals with the CLIL technology as an innovative method of foreign languages teaching in higher education. Current social, political and economic background demands introducing integrated approaches to the higher education system in order to train future specialists capable of intellectual flexibility and integrated task solution. The paper touches upon the history and the methodological peculiarities of the technology, benefits of its implementation in higher education; suggests CLIL activities that might be used at language classes; highlights the difficulties the academic staff may experience and submits possible outcomes and solutions of how to implement the CLIL-technology into the system of higher education through administrative resources of the university. In this regard, certain specific literature and recent researches review, observation and analysis of the professional activities of the academic staff were used to choose the CLIL technology as one of the possible methods aimed at training the specialists the modern society calls for. As a result, having analysed the history, methodology and core features of the CLIL technology in general, we come to a conclusion that it may be completely or partially implemented in the system of higher education. Obvious problems of content and language teachers while following this technology were identified as well as possible options of solution were put forward.

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Challenges of Arab students learning in Russian educational environment

Challenges of Arab students learning in Russian educational environment

Belkina O.V., Kolova S.M.

Статья научная

Recent growth of international contacts, expanding globalization in all spheres of life and education, constant increasing number of students from different countries (Arab), the necessity to promote cross-cultural understanding conditions for better adaptation in Russian educational environment make the study relevant. The research aims to identify major socio-cultural, psychological, educational, and language challenges, which Arab students might encounter in Russian tertiary educational environment. The study was conducted among 12 international MA (Philology) students. It employed Hofstede's cultural dimensions’ theory as the leading theoretical framework via qualitative research with the data obtained from the interviews, classroom observations, and a survey. The research examined pivotal issues related to the differences and certain peculiarities of language learning in Iraq as compared to Russia. The gained experience and the data obtained during the three-year study have shown that Iraqi students lack critical thinking skills and analytical abilities due to the dominant deductive approach in language teaching in the home country. The research helped to classify major challenges with regard to expectations and requirements of the Arab students who study in Russian national research university (SUSU).

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Challenges of teaching English for the travel agent higher vocational program

Challenges of teaching English for the travel agent higher vocational program

Osieja H.

Статья научная

The aim of this article is to highlight the problems the author faced teaching English for specific academic purposes at the higher vocational level at a Swedish vocational college. Heterogeneity, grade inflation, lack of academic freedom and a general lack of discipline in Swedish educational institutions are factors which have played an important role in the poor academic performance of Sweden in the last PISA study conducted by the OECD.

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Coaching approach in advanced training of foreign language teachers

Coaching approach in advanced training of foreign language teachers

Suvorova S.L., Khanin V.A.

Статья научная

Systemic changes taking place at the present stage of the development of teacher training in the Russian Federation within the framework of the federal project “Teacher of the Future” of the national project “Education” affect the process of professional development of teachers, which is becoming more and more personalized and interdisciplinary oriented. The main ideas of the system of national teacher development are fixed in the regulatory legal documents that include the design and implementation of innovative training technologies for teachers in advanced training programs aimed at teachers’ continuing professional development. The purpose of the article is to substantiate the possibilities of the coaching approach and linguo-coaching in the system of continuing professional development of foreign language teachers. The authors analyzed and selected coaching techniques, developed a portfolio of coaching sessions to test them within the framework of the implementation of advanced training of foreign language teachers. The novelty of the study is that the portfolio of coaching sessions for teachers was designed and its effectiveness was proved. The practical result of the study is a set of selected coaching techniques, on the basis of which the portfolio of coaching sessions for foreign language teachers is formed. The results of the study can be used in the institutions of advanced teacher training.

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Developing global thinking of modern specialist as condition for security

Developing global thinking of modern specialist as condition for security

Nguyen Van My, Ankudinova N.G.

Статья научная

In recent decades, global security has seriously been threatened by negatively unprecedented situations, arising from natural disasters, global warming, pollution, financial crises, and new epidemics. It is becoming increasingly evident that maintaining the stability of security has become a global mission. In other words, it is crucial to have global strategies and appropriate actions through the cooperative conversations of all countries in the world. To reach the purpose of sustainable development students as future citizens need to be trained with essential skills that help them effectively deal with an increasingly interconnected and complex world. To do this they need global thinking and creative ideas to coordinate efforts to solve global issues. Consequently, to develop global thinking has become an educational necessity in a multicultural globalized world. A review of the multidisciplinary literature on global thinking reveals the lack of a comprehensive theoretical concept for understanding global thinking and its implications in maintaining the stability of global security. Little attention is paid to the study of pedagogical approaches to develop global thinking skills of students as future specialists. That’s why the authors claim that global thinking of a modern specialist is a condition for security. The paper aims to study the opportunities of education in developing the global thinking of modern students. The concept of global thinking and its roles in maintaining the stability of global security were given. Literature analysis let the authors shed light on the concepts related to global thinking and give the rationales for global thinking. The possibilities of the education in developing global thinking were analyzed and systemized: global thinking as a competence and aim of education; international education; education for sustainable development; problem solving methods of instruction.

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Developing politeness skills of university students in teaching business writing

Developing politeness skills of university students in teaching business writing

Shapkina E.V.

Статья научная

The necessity to improve business interaction and to develop new approaches to study politeness, as an essential category of communication, has determined the need to develop a methodology to teach business writing for future professionals. Thus, the paper aims to study the linguistic politeness means and further develop a system of exercises for university students to write business letters effectively based on the study of politeness. The study uses the descriptive method to determine the choice of linguistic means to express politeness as well as the method of pedagogical construction to produce an effective methodic system to write business letters in English. The results show that business letters use two types of politeness strategies: the intimacy strategy (aiming at establishing and developing business contacts) and the distance strategy (aiming at preventing conflicts). These strategies use a particular set of speech acts that are represented by specific speech cliché or formulas. Finally, the paper suggests the methodic system including five stages: introducing the concept of politeness and its linguistic means; analyzing the means of politeness in sample business letters; developing lexical skills of politeness; writing business letters based on the samples and schemes; practicing reading and writing business letters imitating the real communicative situations.

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Digital distance learning tools in academics’ ESP training

Digital distance learning tools in academics’ ESP training

Kuzmina N.N., Kochkina D.V., Kuzmin M.G.

Статья научная

To create comfortable conditions for international students at Russian universities academics should have high fluency in English for specific purposes (ESP) and be able to use English as instruction language in the educational process. Moreover, digitalization of all the spheres of human life forces educators to use distance learning technologies. However, the members of the academic staff are not always able to use suitable digital tools when teaching in a foreign language. The purpose of the research is to develop and implement a complex of digital distance learning tools for the faculty that study at ESP courses of the continuing professional development program “Lingva” realized at South Ural State University. The authors defined the concept of “digital distance learning tools”; evaluated the degree of awareness of the academics of the types and purposes of digital tools in distance foreign language learning. The effectiveness of the use of digital tools in distance foreign language learning was analyzed; the educators’ attitudes to the types of digital distance learning tools were identified. A complex of digital distance learning tools based on the analysis of educators’ needs was introduced into teaching English. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaires, interviews, methods of mathematical processing of the data obtained) methods were applied. The findings revealed that the major part of the surveyed academics were not aware of some digital tools and the possibilities of their application. Educators implemented some typical digital distance learning tools at their lessons, and would like to learn more about language learning platforms, sites for the development of speech activity types, and other features of LMS Moodle. Educators, in general, do not apply digital tools to the full extent for two main reasons: they do not have enough time to master necessary skills and they often encounter technical challenges. The findings may assist lecturers, language training practitioners in ESP training for academics via digital distance learning tools.

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Digitalization of the polycultural environment of the university in the conditions of VUCA: modelling strategies

Digitalization of the polycultural environment of the university in the conditions of VUCA: modelling strategies

Suvorova S.L., Khilchenko T.V., Knyazheva A.V.

Статья научная

The article presents the results of the scientific discourse analysis of modern studies of digitalization of the university multicultural environment under VUCA conditions, which are presented in three segments: research on a multicultural environment; studies on the digitalization of the educational activities of the university and studies on the digitalization of the multicultural environment of the university. The authors highlighted the features of teaching a foreign language taking into account the challenges of the education system in the era of digital economy and simulated the systems of subprocesses and their meaningful content. Particular emphasis is placed on the specifics of the VUCA conditions (volatility, uncertainty, complexity and ambiguity), which consist of stress, changing nature of the world, in which huge amounts of information must be quickly and adequately processed. This article attempts to develop and describe current digitalization trends in VUCA. The purpose of this study is to find effective strategies for the development of the multicultural environment of the university, one of which is digitalization. To determine the essence of the search for strategic solutions for digitalization of the multicultural environment of the university, theoretical, empirical and diagnostic methods were implemented: review of the scientific literature, analysis of innovative strategic practices, observation, statistical methods. As a result, modeling of digitalization strategies of the university's multicultural environment under VUCA conditions is considered as the development and creation of a formal model of strategic decisions aimed at implementing the digitalization process of the university's multicultural environment. The authors analyzed the programs of partner universities and organized international webinars and internships for bachelors and masters abroad. The experimental data shows the effectiveness of the formation of multicultural competences among students.

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Drama techniques in teaching English as a second language to university students

Drama techniques in teaching English as a second language to university students

Shraiber E.G., Yaroslavova E.N.

Статья научная

The article aims at topicality of drama techniques in teaching English as a second language at University which provides the basis for the development of linguistic and social skills of students as well as their personality and potentials. The main goal of the article is to disclose benefits of applying the drama teaching method in foreign language teaching and foreign language learning. The special emphasis is made upon role-plays as one of the most powerful drama-based techniques to be used within the educational process at the University level. The basic research methods to be used are academic literature review, periodicals analysis, observation and survey. The authors focus on using drama teaching method as an integral part of students’ professional education and provide the reader with the results of the experiment realized in the form of Mock Trial with the students of Law Faculty (SUSU).

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English medium instruction: classification of international students’ challenges

English medium instruction: classification of international students’ challenges

Volchenkova K.N., Al-darraji H.M.A.

Статья научная

Globalization has had a tremendous impact on tertiary education all over the world, prompting many universities in non-native English-speaking countries to develop strategies aimed at raising the quality of the education they offer and increasing their market presence in the international education arena, with English Medium Instruction (EMI) becoming the driving force of internationalization and a prevalent phenomenon in tertiary education. There is irrefutable evidence that English Medium Instruction (EMI) is now a global phenomenon. For the EMI to be successfully implemented at a university both the administration and faculty should be aware of the challenges that international students experience. The challenges have been extensively studied in the literature though there is not a comprehensive classification of EMI challenges. The aim of our study is to analyze the literature on EMI challenges of international students and define the main categories of these challenges. The critical analysis of the literature revealed that the challenges of international students that study at EMI programmes can be divided into four main clusters: linguistic, academic, cultural and social ones. The results of the research can be used to develop language policy of the university and design measures to facilitate international students’ adaptation to a new academic environment. Further research is needed to compare the EMI challenges found in the literature with the challenges that experience international students studying at a Russian university.

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Expert assessment method in training lecturers for work in international groups of students

Expert assessment method in training lecturers for work in international groups of students

Evsina E.V.

Статья научная

Nowadays more and more universities recruit international students due to the process of internationalization in higher education. The author determined the main problems that lecturers who start teaching in international groups of students may come across. Expert assessment method was used. Working in international groups for at least several years, experts are able to share the most valuable data on international students’ behavior and to anticipate some conflict situations that may occur. The article gives a brief literature review of the expert assessment method to prove that this method is well developed and widely used in different spheres of research. The results of the expert survey show that the main problems for the lecturers are the non-sufficient level of English as the language of instruction and the basic rules of intercultural communication. The conclusion was made that the lecturers who are going to teach in the international groups of students should have the level of English B2 and higher, should be certified in EMI, and should know the basics of intercultural communication.

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