Requirements Of Federal State Educational Standards Research Articles

EXTERNAL EVALUATION OF SELF-DIRECTED LEARNING SKILLS: ONLINE EDUCATION

Self-isolation measures implemented during the Covid-19 pandemic resulted in a quick transition to online instruction. As a result, teachers and students must master online learning tools and technologies in educational institutions. In addition, the problems with online education are frequently reported in scholarly sources. Many participants in the educational process faced difficulties during this period. In our opinion, many difficulties in online education were caused by insufficient training of self- directed learning skills in students and corresponding skills in teachers. At the same time, this group of universal learning skills is a mandatory part of education in Russian schools. The skills of self-organization and self-control are included in the Russian federal state educational standards requirements. A considerable number of scientific publications are devoted to the formation of assessment skills in school children. At the same time, the problem of training self-directed learning skills in online classes has not been sufficiently studied. This article examines the results of an independent assessment of self-directed learning skills and training in online classes for both primary school students and primary school teachers. As a result of the study, the following skills were identified as important for teaching primary school online learners: Planning, Self-Monitoring, Self-assessment, and selecting effective approaches for online learning. Empirical data were collected as part of the study. From this, the following points can be made: Primary school teachers are not prepared for online teaching; time demands on teachers have increased due to the specifics of teacher self-monitoring under the new conditions. Consequently, students need to learn the following skills during online teaching: self-monitoring, use of automated assessment and monitoring tools, self- and peer-assessment in the digital educational environment, and planning. The empirical data obtained show the importance of training self-monitoring skills for online teaching. Therefore, the proposed recommendations for improving teacher training education programs in pedagogical universities and in the teacher professional development system have practical relevance and can be implemented through appropriate educational programs.

О специфике реализации онлайн-обучения иностранному языку

The article deals with the issues related to the implementation of distance learning of a foreign language in an educational institution (secondary school and university) to meet the Federal State Educational Standards requirements. The paper analyzes the factors accompanying the implementation of distance learning in a secondary school or a higher educational institution. The authors justify the situation that in the context of the renewal of language education, the effectiveness of new information and communication technologies is not inferior to the effectiveness of traditional education. The article reflects the results of the study conducted to identify difficulties in online learning (questionnaire of schoolteachers, university teachers and a survey of students). The authors suggest an exemplary algorithm for planning online classes, which will avoid a number of methodological difficulties when conducting foreign language classes. A detailed list of instructions necessary for successful communication during such classes and used by a teacher both in case of conceptual difficulties and for solving technical problems is given.

La educación escolar en el norte de Yakutia (Rusia) en el contexto de un enfoque indígena

La relevancia de esta investigación está determinada por la modernización y regionalización del sistema educativo en el contexto de los requisitos de los nuevos Estándares Educativos del Estado Federal (FSES), y teniendo en cuenta las particularidades de la educación escolar en el norte de la República de Sakha (Yakutia) basado en un enfoque indígena. El propósito del estudio es la organización variable de la educación escolar en el Norte, teniendo en cuenta la forma de vida y actividad tradicional específica de los pueblos indígenas del Norte. Los enfoques rectores de la investigación son socioculturales, etnopedagógicos y activos en términos del carácter local aplicado del estudio. Los autores del presente estudio revelan las características y problemas de la organización de la educación escolar, y las formas de su implementación variable de acuerdo a los requerimientos del FSES en las condiciones específicas del Norte. Métodos de búsqueda. El método rector del estudio es un experimento pedagógico, un análisis de la educación escolar en el norte en el contexto de un enfoque indígena y la implementación del programa “Somos niños de la tierra de Olonkho”. Los autores evidencian la necesidad de ampliar las funciones sociales de las escuelas rurales del Norte en términos de desarrollo de centros sociopedagógicos en los lugares de residencia compacta de los pueblos indígenas.

Сетевая организация инновационной деятельности по апробации электронной формы учебников удмуртского языка в основной общеобразовательной школе: актуальность и востребованность

The research objective includes estimating efficiency of innovative network grounds to approve the Udmurt language electronic textbooks for pupils of the 5th-9th grades. The article describes the basic stages of innovative network activity, analyses the functional potential and content of electronic textbooks in terms of their conformity with the Federal State Educational Standards requirements, justifies efficiency of using electronic textbooks when teaching a native language, reveals their contribution to forming informational and communicative competence of teachers and students. Scientific originality of the study involves evaluating efficiency of electronic textbooks when teaching the Udmurt language. The analysis of innovative network activity indicates that the Udmurt language electronic textbooks for secondary school have a high educational potential and can be efficiently introduced into educational process.

Situational and game technologies of training in students’ professional competence development

The transition from traditional educational paradigm to competence one has marked new ways of higher educational institutions development. The implementation of modern Federal state educational standards requirements has determined the need to use modern specialist methods in training that develop students’ competence and the ability to carry out highly qualified professional activities. Higher education institutions face the task of implementing technologies that contribute to the development of practical orientation of students, their independence in this process. The purpose of the article is to reveal the experience of using situational-game technologies of training, as one of the most practice-oriented, aimed at activating students’ students, contributing to professional competence development. The concept of "technology" came to education from the sphere of production. Technologization implies a clear subordination to a certain algorithm of actions, so the technology allows you to achieve specific results in the allotted amount of time. In the field of professional education, technology has changed, but its meaning remains the same-the regulation of the activities of the subjects of the educational process to achieve the planned goals. The article defines the essence of educational technologies in the training of University students, reveals the features of their application, the role and advantages of situational and game technologies of training in the conditions of implementation of the competence approach. The research given in this article shows the importance of game educational technologies and the prospects of their use in the training a highly qualified, creative specialist who can quickly solve professional problems in non-standard ways.

Introduction Of Innovative Teaching Methods Into College Activities

Modern educational institutions continue their activities in the framework of new Federal state educational standards requirements which have appeared in response to changing needs of the state and society. College, as one of the first stages of education, should most actively respond to these changes, since students are the most active and susceptible category of population that needs competent impact, the results of which will later affect the state of the country's economy. Any college, maintaining its competitiveness and providing high-level training for students, should use innovative teaching methods in its activities. In the article the authors reveal essence of innovation for educational process in college and, for the formation of effective learning conditions. Besides, they propose the use of project method, method of problem situations, research activities and case methods, emphasizing that each of the methods has its advantages and using them separately will not bring proper results. In order to establish the need to use innovative teaching methods in college educational process, the authors conducted an experiment in which two groups of students taught in a traditional way and with implementation of innovative methods. Performance testing was carried out using assessment of indicators identified by the results of the project performed by college students. The experiment allowed the authors to confirm that innovative methods have positive effect on students’ training. Development of students' competencies is increasing. Consequently, the authors experience implemented into college activities can be expanded and introduced into training of the rest of college students.

UNIVERSITY TEACHERS’ READINESS TO APPLY THE MODERN EDUCATIONAL TECHNOLOGIES

The aim of the research is to investigate the readiness of the university teachers to apply the modern educational technologies. Methods . The methods include theoretical: analysis of existing modern educational technologies, the concept «readiness» and its components, abstraction of signs and kinds of modern educational technologies based on the scientific literature and in the Federal State Educational Standards (FSES); empirical: questionnaires and testing methods for detecting levels of university teachers’ skills and readiness to use modern educational technology. Results . The main features of modern educational technologies are identified and justified that are to comply with modern methodology of the theory and practice of education study and the latest FSES requirements; the level of science, manufacturing, and modern rules of human relations. The components of readiness of university teachers to use modern educational technology are structured. The linguistic component is included along with the cognitive, psychological, operational, connotative components; its necessity is proved. The average level of readiness for the use of modern educational technology by university teachers is identified. Scientific novelty . The author specifies the features of the modern educational technology. The most significant components of higher-education teaching personnel readiness to use technological innovations are identified. As a whole, these results form the indicative framework for the development and measurement of readiness of the university teachers to use the modern educational technology. The development of the readiness of the university teachers to apply the modern educational technologies is proved to be an issue of current interest. Practical significance . The research findings can be used as the basis of techniques and methods designing for its further development and measurement of the training, retraining and advanced training of the teaching staff of universities.

The Role of School Management in Enhancement of Foreign Language Education

Improvement of foreign language teaching in schools is a major political and social challenge in today’s globalized world. Transition to competence-based paradigm requires proficiency in new methodology, curriculum design and assessment techniques. The present article examines the specifics of the implementation of new Federal State Educational Standards (FSES) in the context of foreign language teaching in Russia. The purpose of the article is to describe the authors’ conception on achieving the Standards requirements in foreign language schooling. In the beginning, this paper highlights the reasons for prioritizing foreign language proficiency at school level and evaluates the situation with foreign language teaching in the Russian Federation. Further, the paper looks at the traditional roles of teachers in a teacher-centred classroom that is detrimental to the development of learners’ personality. The paper then goes on to present key innovative multi-facet roles of the foreign language teacher. The conceptual approach focuses on the prerequisites for the development of a new socio-educational environment and gives educators practical advice concerning the ways of successful transmuting the FSES requirements into foreign language teaching.

Методические особенности планирования урока в условиях внедрения ФГОС

The methodological properties related to planning of modern lesson meeting the requirements of the Federal State Educational Standards (FSES) are considered in this paper. On the example of a mathematics lesson in the secondary school the expected educational results of pupils are described, and requirements to lesson structure are formulated. Some particular variants of fi lling the lesson’s stages with educational activities which parameters meet the FSES requirements are proposed. The author puts forward approaches and methodical solutions, which allow focus a lesson to achievement of subject, metasubject, and personal educational results. At the same time, according to FSES’ objective on forming of pupils’ individual educational paths, the pedagogical situations requiring educational activity correction are simulated and analyzed. In such a case for the category of less successful pupils it is proposed an extension of educational activity related to external motivation for learning, and therefore more oriented towards the achievement of a meta-subject and personal results. For more successful in this subject’s area pupils the focus is made on intrasubject motivation, and more intensive advancement in the subject area.