Статьи журнала - Вестник Южно-Уральского государственного университета. Серия: Образование. Педагогические науки
Все статьи: 971
The Access to Higher Education programme in the United Kingdom
Статья научная
This article provides an introduction to the Access to Higher Education programme in the United Kingdom, and selectively reviews the research literature about its effectiveness. The programme gives mainly mature students from non-traditional backgrounds the opportunity to enter higher education. The review first describes the origins and nature of the programme, then examines the raw data of the official statistics, before going on to consider both quantitative and qualitative research studies in turn. The more quantitative studies into the programme’s effectiveness paint an inconclusive picture, with mixed evidence about achievement which is often not generalizable. The more qualitative studies which focus on learners’ experiences generate useful insights but are not designed to judge the programme’s overall effectiveness. The review concludes that while the programme has indeed benefited large numbers of students, further research is needed to assess whether any limitations in student achievement are attribu¬table to the design of the programme itself or due to external factors. In a rapidly changing higher education landscape, the future of the programme is unclear.
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The application of case study in engineering drawing course
Статья научная
The paper describes the case study in engineering drawing course in the process of assembly drawing by using customized software. The process is reflecting three steps of an engineering case solving: design, processing and installation. Using case study for design drawings students can master the main components of assembly drawing, understand assembly drawing and learn the AutoCAD software. All this can improve the quality of teaching.
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The application of “AIDA” model to economic classes
Статья научная
China’s college expansion plan since 1999 has gradually diverted its higher education from the elite education to popular education. Millions of students have chances to receive higher education, thus, meeting the public demands for the higher education, which not only helps to improve the overall quality of the human resources and the population cultivation, but pushes the economic growth to enhance the comprehensive national strength as well. However, the quality of the present higher education couldn’t reach the requirements of both economic and social development. Besides, the university expansion enrollment has brought about a series of defects that have been witnessed by the occurrence of economy crises in 2008. It is difficult for college graduates, especially those with major in Economics, to find a job after the economic crises in 2008.This paper attempts to discuss the application of AIDA method to the economic classes on the basis of analysis of the status quo of economic classes so that the role of the teacher in class can be redefined, so as to foster the students’ abilities to analyze and solve practical problems.
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Статья научная
Current trends in the sphere of physical education and sports are reflected in the functioning of physical education organizations. One of the conditions for success is the creation and management of a psychologically comfortable environment. This article is an attempt to solve the problem of modeling a psychologically comfortable environment in physical education organizations in administrative, methodological and technological aspects. To consider the theoretical aspects of the problem and develop the concept, the methods of the literature review, analysis of sports organizations teachers’ professional activities, observation and modeling were used. The result of scientific research was the authors’ concept of modeling a psychologically comfortable environment in physical education organizations. The conceptual components of a psychologically comfortable environment were identified. They are emotional, cognitive, and behavioral ones. The problem of creating a psychologically comfortable environment in a physical education organization is considered taking into account the principles of parity and participativeness, which allow us to analyze the effectiveness of modeling a psychologically comfortable environment in an organization. Methodological and technological aspects of a practical solution to the problem are presented as the conditions for the implementation of the model developed by the authors. The conditions are: the formation of interpersonal relationships in a physical education organization based on the reference significance of the environment; psychological prevention and correction; the introduction of psychological strategies to support the employees of a physical education organization. These conditions and the concept were tested in a pilot version of the physical education organizations of Shadrinsk. The data obtained indicate the effectiveness of the concept and the conditions created.
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Статья научная
This article is a literature review that is done to compare and organize the results of the research on the concepts of “readiness” and “readiness for pedagogical activity”. Readiness for pedagogical activity is an important aspect of teacher formation and self-development throughout life. The importance of the topic is justified by the fact that there is a part of academic staff that is not ready to work in new conditions due to internationalization of higher education. The processes of globalization and introduction of innovative technologies force faculty to choose between preserving traditional methods of instruction and using new innovative technologies. A survey of SUSU academic staff showed that psychological barrier and internal fear of innovation prevent them from achieving their goals and being active participants in university life. Different approaches to the notion of readiness are considered in the article, two main positions are singled out: the quality of the individual and the condition; the components of readiness are studied: motivational, psychological, cognitive and volitional. Further, the concept of “readiness for pedagogical activity”, its structure and factors influencing the formation of readiness are analyzed. The article reveals the importance of the formation and development of motivational and psychological readiness for professional pedagogical activity. The changes in the motivational sphere at various stages of professionalization of an individual are considered, groups of motives for pedagogical activity are singled out.
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Статья научная
Both society and the state need competitive specialists who can be successful in a multicultural world. This ability is an integral characteristic of the personality. However, in modern research more attention is paid to the study of the language and speech components of the professional training of university students, rather than the multicultural aspects of their professional competence. Therefore, the purpose of our study is to develop and describe a methodic for the formation of multicultural personality of students. The authors analyze the concepts of “multicultural education” and “multicultural personality”. The modeling method allowed the authors to describe and propose a methodic to form the multicultural personality of students. The methodic includes three stages: cognitive-normative, communicative-activity and evaluative-reflexive. To model the process of formation of multicultural aspects of professional competence, psychological and pedagogical diagnostics of the awareness of students of the second and fourth year courses was carried out via the author's criterion-level scale. The authors offer a system of specific methods to use the materials of the textbook “Practical Course of the German language” as well as effective forms and methods to develop students' multicultural personality.
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Статья научная
The development of the education system in Russia is considered as one of the most important strategic goals of the society. The professionalization of teaching a foreign language at the universities is a global trend. ESP (English for Specific Purposes) has become increasingly important as there has been an increase in vocational training and learning throughout the world. The article reveals the key theoretical and practical aspects of the system of modular learning in the South Ural State University, the Higher School of Electronic Engineering and Computer Science, as a new design for the teaching and learning cooperation. The principle of modular organization of educational material involves the organization of training in the form of professionally-oriented modules. The paper defines the term “module”, describes the criteria for selecting educational material, outlines the structure of a module and a set of exercises. 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 modular learning. The following tasks were solved: the experience of using modular learning in educational process was analyzed, the level of students’ satisfaction with the quality of education system was evaluated. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaire, mathematical processing of the obtained data) methods are applied in the study. The research shows that the implementation of modular learning had a positive impact on students' outcomes and the level of students` satisfaction with the education process increased.
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Статья научная
The article presents the authors' experience of implementing distance learning in the information and educational environment of the higher educational institution as one of the conditions of its innovative strategies. Based on the latest research on introducing distance learning in teaching foreign languages in the modern conditions of the COVID-19 pandemic, the authors identified the key semantic fields of the problem, namely: positioning the process of introducing distance learning for teaching a foreign language as a prerequisite for the innovative development of the university as a whole and its strategic planning in particular; identification of universal technologies and platforms that can be used in the educational process of the university: videoconferencing implemented on Zoom, Discord, Skype; television and satellite technology based on the use of interactive television: television and radio lectures, videoconferences, virtual practical exercises; email technology; network technologies for posting various educational materials; case studies. The article describes specific models for the implementation of distance learning technologies in organizing practical classes in English. It describes a step-by-step algorithm for using Zoom platform, a model for integrating this technology with network technologies that provide an opportunity to use educational and methodological materials of electronic information educational environment of the university. The authors carried out a comprehensive analysis of the experience of introducing distance learning technologies in the process of foreign language teaching of two universities of the Ural Federal District - Shadrinsk State Pedagogical University and the Ural State Pedagogical University and concluded that it is necessary to use these technologies as a condition for the innovativeness of educational strategies of the university.
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The influence of English medium instruction on teacher identity
Статья научная
For a content teacher who is a non-native English speaker, the transition from giving instruction in one’s own native language to teaching in English is potentially challenging. This paper examines the impact of English-Medium Instruction (EMI) on the professional identity of academic staff based on the research conducted at South Ural State University. Authors analyze the Russian context of EMI introduction into tertiary education, define the concepts: “identity”, “professional identity”, “teacher identity” and adapt the identity components (professional, personal, institutional) offered by Kling Soren to SUSU faculty. Teacher cognitions of their own authority, expertise and identity are captured using qualitative methods including observation and interview. By following a cohort of teachers through the initial stage of EMI training and examining their self-perceptions before training, the study examines the initial state of this identity and the impact of the EMI training on it. The results show that though the SUSU faculty perceive the process of EMI introduction at SUSU as inevitable one, they realize the opportunities and the needs for professional development, both in the field EMI strategies and English language proficiency with professional expertise being threatened. Results of this research can be used as for development of language policy of higher education institution in the field of foreign-language education, and for development of programs of professional development in the field of EMI.
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The socio-pedagogical thinking of J.A. Comenius
Статья научная
John Amos Comenius (1592-1670) belongs to the most important persons in the European culture, philosophy, theology and in particular pedagogy. Comenius was the founder of the educational system, it is to his credit that pedagogy became independent and singled out from the framework of philosophy. With his works, he laid foundations of several pedagogical sciences, in particular the didactics, theory of education, pre-school education, education organisation and management and other. However, his work has also a strong socio-pedagogical aspect, so far insufficiently studied from the point of view of social pedagogy and in particular pedagogy of social care as its part. The paper describes a fruitful contribution of J.A. Comenius in the development of social and educational conceptions of reality. It presents several periods of socio-pedagogical ideas developed by J.A. Comenius. The first period (until 1620) is characterized by the criticism of social inequalities. In the second period (1620-1627) J.A. Comenius developed social pedagogy for orphans. The third period (1627-1641) is characterized by the development of the theory of universal knowledge. During this period, Y.A. Comenius developed the idea that education is a means of development and social improvement of both man and the world. It took place in England (1641-1642). Next, the fifth period (till 1656) is the reformist one when J.A. Comenius expressed the idea of education as a basis for transformation of the inner world of man, society and the entire social world. The sixth period (1671-1879) is characterized by the idea of the feasibility of the general education and the search for the young social forces that are able to change the social world. The socio-pedagogical ideas of J.A. Comenius were not further developed and they can be considered as a factor in the development of modern social pedagogy.
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Статья научная
The article considers theoretical foundations for the formation of university students' readiness for media educational activities. The authors formed the frame structure of the terminological field of the problem and described the substantive-semantic content of the central concept of the study “students' readiness for media educational activity”. Readiness for media educational activities is considered from the point of view of structural, functional and systemic approaches and is interpreted as a type of professional readiness, including knowledge of the structure, language and theory of media, perception, interpretation, creation of media text and its adaptation for students, experience in using media technologies and individually professional qualities necessary to implement professional pedagogical activity. The article presents the results of an analysis of the historiography of the problem of the formation of future teachers' readiness for media educational activities in three main periods. For each period the authors analyze the level of formation of scientific ideas on the central concepts of research and the development trends of the problem under study. Based on the data obtained, the scientific basis for the design of the pedagogical system for the formation of university students' readiness for media educational activity is described and a definition of this system is given. The authors consider the interactive approach and the information and communication approach based on the digitalization of education as theoretical and methodological approaches to the development of the system.
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Theoretical construct of young learners’ intercultural competence and its practical application
Статья научная
The relevance of the study is explained by the current political situation, where peace and friendship between representatives of various peoples is of importance. Foreign languages could be used as a means of teaching peaceful and effective interaction between representatives of different nations. The article deals with the issue of determining the intercultural competence of Russian-speaking primary school students. The aim of the study is to identify and describe the components of the intercultural competence of Russian youth. The study is based on the method of studying advanced pedagogical experience and the modeling method. The analysis of the works of V. Safonova and M. Bayram, of a number of international projects, European and Russian regulatory documents in the field of education allowed the authors to develop a theoretical construct of intercultural competence for children of primary school age. The construct includes a set of knowledge, skills, abilities and attitudes that elementary school students must acquire for effective intercultural communication. The novelty of the study lies in the analysis of cases which served as examples of practical ways to develop intercultural competence in children of primary school age.
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Topical problems of multilingual education development in a multicultural environment
Статья научная
The article studies the development of polylingual education in conditions of multicultural environment. The topicality of the knowledge of the Kazakh, Russian and English languages in the polylingual environment is proved. The programs of development of polylingual education in Kazakhstan are investigated; the brief review of “The Road map” of the development of polylingual education in the regional university is made. The results of the development of polylingual education are described and analyzed. The content of educational programs concerning polylingual education of university students has been analyzed. The critical analysis including of this program development is presented; threats in case of negation of the existing situation are described; available resources which can improve some aspects of the above mentioned problems are described. Valuable guidelines for students which they receive while mastering educational programs of the three-language content are designated.
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Статья научная
The formation of future engineers’ integrative readiness is a relevant problem: a) an engineer works in the open world and performs professional tasks that have significance for different countries or even for the whole planet; b) import substitution tasks lead to the need to study and apply world experience in the field of technical solutions. Thus, we have developed a system to form future engineers’ integrative readiness for professional activities. The system needs to be verified to become part of scientific knowledge. The article aims at characterizing the verification procedure of the results gained through the scientific research of the problem of forming future engineers' integrative readiness to solve professional problems in a foreign language. The article describes the steps and means of the experiment (criteria, levels, indicators, measurement techniques, experimental methods) and the technology of forming future engineers’ integrative readiness to solve professional problems in a foreign language. The results of verification are presented. This study has shown that the results of theoretical research (on the system of forming future engineers' integrative readiness to solve professional problems) can be recognized as true knowledge.
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Статья научная
Most of the existing virtual reality (VR) Cardiopulmonary Resuscitation (CPR) self-instruction training methods are based on low embodied and noninteractive 360-degree videos, and the effects of the highly immersive embodied VR CPR training system lack rigorous experimental verification. In our study, we compare the learning outcomes of self-instruction CPR training based on a highly immersive and interactive VR system (experimental group) with self-instruction training based on 2D videos (control group) in terms of willingness to perform CPR, knowledge of CPR, self-efficacy and CPR test performances. We conducted a prepost between-group experiment in a local college in Yixin, Jiangsu Province, China. Sixty undergraduate students (30 male and 30 female) aged from 18 to 25 were randomly assigned to the video group or the VR group. There were no significant differences in demographic variables and baseline pre-test between the two groups. Both groups received training on cardiac compressions and automated external defibrillator (AED) assisted CPR. Our results revealed that both the VR and video methods significantly improved the participants’ CPR knowledge, self-efficacy and willingness to perform CPR. Our results showed that the immersive VR group had a significant disadvantage in their grasp of compression depth compared with the non-immersive media group. The correct compression depth of the video group was significantly higher than the VR group, and there was no difference between the two groups in terms of compression speed and full rebound rate. Our study suggested that both self-instruction training based on VR and self-instruction training based on video were effective methods, and the highly immersive and embodied VR method did not achieve better results than the video method.
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Статья научная
Представлен один из аспектов развития профессионально значимых личностных ресурсов учащихся, ориентированных на выбор технико-технологических специальностей посредством автоматизированного обучающего комплекса.
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Авторитет, компетентность и профессиональная роль преподавателя университета
Статья научная
Рассмотрена проблема значимости компетентности и профессионализма университетского преподавателя. Проведен анализ информации по проблеме профессионализма и авторитета университетского преподавателя. На основе анализа научной литературы по проблеме и с помощью теоретических методов исследованы личностные и профессиональные компетенции преподавателя университета, которые имеют связь с его профессией в условиях воспитания взрослых. Аспекты компетентности представлены как предпосылки естественного и формируемого авторитета преподавателя вуза. Материалы могут использоваться для разработки действенных профессиональных моделей преподавателя.
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Статья научная
Целью данного исследования является выявление принципов и педагогических условий реализации инклюзивного образования в неязыковом вузе. Сегодня пристальное внимание уделяется проблеме обеспечения доступности образования. Равные полноценные условия должны быть созданы для всех, и особенно для уязвимой категории людей с индивидуальными образовательными потребностями - лиц с ограниченными возможностями здоровья (ОВЗ). Обеспечение данных условий для получения образования и последующей социализации в обществе является приоритетной задачей, при этом наблюдается противоречие между социальным заказом на качественное образование для всех категорий людей, включая лиц с инвалидностью и ограниченными возможностями здоровья, и низкой степенью доступности высшего профессионального образования для лиц с особыми образовательными потребностями. При изучении научной литературы были использованы методы анализа и синтеза; для выявления принципов и признаков комплекса педагогических условий - обобщение и конкретизация; интервью, онлайн-опрос, педагогический эксперимент - для получения конкретного фактического материала. В статье рассмотрены ключевые понятия «инклюзивное образование», «адаптация», «социализация», «студенты с ОВЗ», «доступность образования», «профессиональные и общекультурные компетенции»; предпринята попытка классифицировать принципы инклюзивного образования, реализуемые в высшем профессиональном образовании; обоснована целесообразность внесения изменений в рабочие программы дисциплин на основе гуманно-ориентированного обучения. В исследовании предложен комплекс педагогических условий эффективного включения адаптационного модуля в рабочие программы дисциплин на примере преподавания иностранного языка с учетом развития ключевых компетенций. Результаты заключаются в адаптации программ дисциплин и разработке практических рекомендаций для организации инклюзивного обучения в неязыковом вузе. Научная новизна заключается в выявлении принципов и условий инклюзивного образования для людей с ограниченными возможностями здоровья в рамках дисциплин «Иностранный язык», «Деловой иностранный язык» в высшем учебном заведении, а также в определении педагогических условий формирования профессиональных и общекультурных компетенций для людей с ограниченными возможностями здоровья. Практическая значимость исследования заключается в том, что в процессе экспериментального обучения были адаптированы рабочие программы и разработаны практические рекомендации для лиц с ограниченными возможностями здоровья в рамках дисциплин «Иностранный язык», «Деловой иностранный язык» в вузе.
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Адаптация студентов младших курсов к вузу как основа будущей конкурентоспособности специалиста
Краткое сообщение
Обосновывается, что конкурентоспособность специалистов зависит, в частности, и от успешности адаптации студентов на младших курсах. Выявлены типичные трудности адаптации студентов младших курсов и предложены способы их нивелирования.
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Акмеологический подход к социализации личности в социокультурном образовательном пространстве
Статья научная
В статье раскрывается актуальность проблемы социализации личности в социокультурном образовательном процессе, сущность акмеологического подхода; анализируются понятия «акмеология», «акмеологичность», «инкультурация», «социализация», выделяются уровни социализации; характеризуется система принципов, положенных в основу акмеологического подхода к социализации в социокультурном образовательном пространстве (общеметодологические и конкретные методологические принципы). Представлены позиции ученых по вопросу «взрослости», «зрелости». Раскрывается сущность принципов детерминизма, развития, комплексности, системности, гуманизма и т. д. Особое внимание уделяется рефлексивной деятельности личности, самознанию как процессу инкультурации личности. Выделены особенности социализации личности в социокультурном образовательном пространстве с точки зрения акмеологического подхода. Авторы делают вывод: социализация с точки зрения акмеологического подхода представляет собой процесс планомерного развития личности в социуме, приобщения к социокультурным ценностям, становления социальной зрелости на основе общеметодологических и конкретных методологических принципов.
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