Implementation Of Educational Process Research Articles

МЕТАПРЕДМЕТНЫЕ ОБРАЗОВАТЕЛЬНЫЕ ПРАКТИКИ В СЕЛЬСКОЙ ШКОЛЕ: УРОК МЕТОДОЛОГИЧЕСКОЙ НАПРАВЛЕННОСТИ (НА ПРИМЕРЕ ФИЗИКИ)

Existing federal state educational standards of general secondary education require meta-subject results achievement. It causes reasonable didactic problems for teachers of all subjects. Despite the rather long period of school educational process implementation by new standards in regulatory way, the problem of the formation and evaluation of meta-subject results is far from a praxeological solution, so the search for effective educational practices that bring educational subjects closer to achieving the goal remains relevant. А rural school with a number of favorable educational process characteristics that determine the integrative processes inside and outside of school education, provides new peculiar options for organizing students’ meta-subject activity to summarize by a corresponding section of pedagogical science and practice. The purpose of the study is to describe the best practices of teaching physics in the context of the formation and evaluation of meta-subject results. Practices are based on developing concepts and ideas of modern education, in particular, needs for a) students to master the methodology of scientific knowledge in the way of a cycle of «facts – problem – hypothesis – model – conclusions – sequences – criteria-based experiment» (concepts of V. V. Multanovsky, V. V. Mayer, V. G. Razumovsky, Yu. A. Saurov); b) learning of the most general categories or universals, connecting students' perceptions of the world into a holistic picture (in our case, the category of symmetry); c) a value attitude formation to human cognition of the world and the search for appropriate meanings. The course of the study is reflected in the presentation logic from a review of the basic theoretical research concepts in this education area and also physics methodology to a generalized conclusion about meta-subject educational practices in a rural school and the presentation of this practice specific example – a physics lesson on the topic «Symmetry is around us and at the core of everything». Results, presented as an interpretative characteristic of a lesson with methodological orientation and its specific model can be useful for physics teachers, chemistry teachers and biology teachers of general-educational organizations, teachers of vocational education organizations methodologists in the field of natural sciences, professionaldevelopment systems for natural science teachers and their retraining.

INNOVATIVE APPROACHES TO THE IMPLEMENTATION OF ERGODESIGN TECHNOLOGIES IN EDUCATIONAL INSTITUTIONS

Our research substantiates the content of ergodesign technologies and the importance of innovative methodological approaches (transparent, participatory and diversified) to the implementation of ergodesign technologies in the educational environment. Ergodesign technologies as a symbiosis of scientific research of ergonomics and design require a comprehensive approach to determining the prospects for their use in order to improve the educational environment. To improve the educational environment of special importance are technology ergodesign learning environment, technology ergodesign physical processes in the educational environment, technology of ergodesign cognitive sphere, technology ergodesign educational communications and technology ergodesign information educational environment. The definition of innovative scientific and methodological approaches to the implementation of ergodesign technologies in educational institutions contributes to the solution of certain problems to ensure comfortable conditions for the implementation of educational activities of students and pedagogical activities of the teacher. Among the innovative methodological approaches, our study highlights transparent, participatory and diversified approaches, which does not limit the range of methodological approaches and requires further study and justification. On the basis of a transparent approach, the transparency, accessibility and openness of the organization of educational processes based on ergodesign technologies are justified. The participatory approach reflects the active position of all participants in the educational process in order to achieve consensus on various issues to improve the educational process by means of ergodesign technologies. The diversification approach reveals various areas of influence of ergodesign technologies on the organization and implementation of educational processes. The analysis of scientific works of pedagogical and methodological nature, as well as scientific reflections presented in our study, prove that ergodesign technologies contribute to a comprehensive approach to improving many factors for the successful implementation of educational and pedagogical activities of individuals in educational institutions.

COGNITIVE AND METACOGNITIVE SKILLS OF STUDENTS IN THE CONTEXT OF SMART-EDUCATION

Introduction. Smart education, which has already become in many countries the standard of vocational training, is associated not only with the new technological format of education using Internet programs and smart gadgets, but also with the emergence of special styles and ways of carrying out educational activities. This entails the development of specific cognitive skills of students and methodological practices of teachers. At the same time, in modern theory of smart education, not enough attention is paid to the problem of formation of cognitive and metacognitive skills of students relevant to the format of smart learning. The aimof the research was to conduct a complex analysis of cognitive and metacognitive skills of students which are formed in the context of smart education; a critical analysis of modern concepts of cognitive and metacognitive development of students online.Methodology and research methods. The research methodology is based on competency-based, cognitive and system-activity approaches to the implementation of educational process. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodological literature.Results and scientific novelty. The methodological contradictions between the cognitive attitudes of smart education and the real cognitive and metacognitive competencies of students online are revealed. The focus of smart education on electronic learning formats poses risks of deformation of students’ cognitive skills and narrowing the range of perception of information, which can be reduced by combining traditional education and e-learning in blended learning. Smart learning is aimed at the development of online trans-active memory, oriented towards the accumulation and passive use of ready-made electronic content. Cultivation of memory of this type is caused by supply of the ready electronic records of lectures and presentations, which students get without any effort and quite often remain not updated within pupils’ / students’ motivation deficiency, lack of the control and “live” pedagogical influence stimulating and coordinating thought processes. The orientation of smart-education on the transmission of information and mechnical reproduction can prevent the development of students’ professional competencies, rather than on the formation of knowledge. The combination of online learning with practices of active listening and note-taking of auditory information (where there is a "face to face" communication with a teacher) can correct the deficiencies mentioned and contribute to the development of students’ active memory, which can be initialized at any time. The critical view on metacognitive aspects of smart-education reveals its restrictions, which prevent proper acquisition of educational programmes in a similar format and which particularly express the underdevelopment of skills of students online, such as self-control and self-monitoring of the effectiveness of the learning process (as evidenced by the data of sociological and psychological research). In this regard, it is required to study and differentiate those concrete cognitive and metacognitive abilities, which can be acquired in the process of smarteducation, and those which are not developed in its borders. Additional verification has to be conducted in order to justify the assumption that educational activity in internet-space does not allow metacognitive skills to be developed and can be successful only through their preliminary formation in the conditions of students’ and teachers’ mutual cooperation. Practical significance. The research results and materials can be used in the preparation of educational methodological programmes aimed at the development of cognitive and metacognitive competencies of students online, as well as for correcting of the smart-education content.

The use of cloud technologies when studying geography by higher school students

The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.

INSTITUTIONAL MODELLING OF THE MANAGEMENT SYSTEM FOR REGIONAL PARTICIPANTS OF DUAL EDUCATION

Introduction. The need for increasing the investment attractiveness of Russian regions and meeting the needs of territories for qualified personnel updates the search for infrastructure and coordination mechanisms and tools of the solution of these problems. At the same time, the diversity of interests of participants in dual education and their various structural positions do not allow to solve this task by directive methods, both on the part of state structures and corporate sectors. One of the solutions might be to form an effective management system for dual education, which assumes the organisation of practical vocational training according to inquiries of employers, who are involved in implementation of educational process in order to promote labour market with in-demand experts. The aimof the present research was the scientific substantiation of the choice of the institutional model for management of dual education system at the regional level, taking into account the interests of all its members: enterprises, government agencies, students and educational institutions.Methodology and research methods. The research was based on the systematic approach. The methods of modelling and comparative analysis were employed. The provisions and principles of utility theory served as the methodological basis of institutional model formation.Results and scientific novelty. The main target reference points of regional participants of dual education were identified and formalised in the form of certain indicators. Two types of models of management of these subjects were considered: models with and without the usage of institutional superstructures. As a key criterion for model selection, maximization of a complex indicator of its utility for interested parties was offered. In particular, it was demonstrated that supervision of graduates by a certain employer is caused by parameters of employment attractiveness, such as a wide range of horizontal and vertical career cards and a possibility of continuing vocational education. The conducted quantitative research on utility indicators allowed the authors to design the institutional model for management of regional participants within the system of dual education and to recommend it for further implementation.Practical significance.The institutional model presented in the publication is directed to the solution of tasks faced by partner companies and educational establishments within the system of dual education. When applying this model, it is possible to forecast personnel requirements – job availability in the future of jobs, resulting to a considerable simplification of vocational guidance work, which can be carried out in the course of applicants’ preparation.

Шляхи формування інформаційно-цифрової компетентності учасників освітнього процесу

In the article the meaning a competence approach to learning in modern education and relation of key and object competencies are analyzed. The attention is concentrated on the importance of forming information and digital competence for all educational process participants, which contributes to improving the level of performance of their professional and social activities. It is established that an effective and dynamic informational and educational environment is necessary for the implementation of different forms of study in a modern educational institution. Based on this, a problem of providing educational and scientific space with the necessary resources is actual and important. The possibilities of organizing informational and educational environment of an educational institution based on cloud-oriented technologies are considered. The examples of their application in different directions of educational institution activity are given. One way of solving problem of forming the informational and educational space is proposed, that is developing digital education resources and their implementation in educational process. The experience of the Faculty of Mathematics and Computer Science of Vasyl Stefanyk Precarpathian National University is described in the example of implementation of G Suite for Education that is a suite of tools designed to empower educators and students. G Suite for Education provides wide opportunities for innovation in organizing the educational process, in general, and in creating digital educational resources, in particular. It is noted that the involvement in the process of development and testing of digital educational resources during the study gives students an opportunity to feel themselves as active players of educational activity and to be responsible for the result of this activity. The digital educational resources developed by teachers and students during the study (implementation of project, credit, exam, course and master's papers), as well as during scientific and pedagogical researches, which have been approbated and implemented in the educational process, are considered. The prospects of further experimental work are determined.

VIRTUAL EDUCATIONAL ENVIRONMENT AS A MEANS OF ORGANIZATION OF STUDENTS‘ INDEPENDENT WORK

Introduction: the relevance of this topic is due to the fact that the virtual educational environment contributes to the development of independent and critical thinking among University students who are ready to adapt to the ever-developing world, to professional growth, continuous growth of the quality of knowledge, skills and professional and personal qualities, are able to see and creatively approach the process of solving emerging practical problems. The aim of the research is the theoretical substantiation of pedagogical conditions of efficiency of students ' independent work with the use of virtual educational environment. The object of the research is the independent work of University students. The subject of the research is the organization of independent work of students using virtual educational environment. Scientific novelty of the research is as follows: - the expedience and necessity of pedagogical support of independent work with the use of a virtual educational environment is stated; - the pedagogical conditions of the organization of independent work of students with the use of software are highlighted; - the concept is formulated and the structure (composition) of the teaching module is proposed. Also in the article the theoretical substantiation of didactic features of electronic program complex and conditions for its implementation in educational process which provide productive independent work of students is given. Materials and methods: when writing the article the following methods were used - analysis of national and foreign literature, comparative analysis, pedagogical experiment. Results: the practical significance of the work lies in the development of electronic educational and methodical complexes (EEMC) on the Moodle platform in the disciplines of "Information security", "Operating systems" (Minin University), allowing to stimulate the desire to teach students; effectively organize independent activities and enhance cognitive activity of students. Discussion and Conclusions: competent organization of independent work in a virtual educational environment and the use of modern tools for this significantly improve the quality of professional training.

The relevance of social network tools using in educational process

The article considers the characteristic properties of social networks. The existing of social networks and their possibilities (main advantages and problems) in terms of using in the educational process are analyzed. The purpose of article is to investigate the teachers and students possibility and readiness to using of social networks in educational process to ensure more effective collaboration in the interactive mode. The possibilities and readiness of students and teachers of Odessa National Economic University (ONEU) to use social networks in the educational process are analyzed. The SWOT-analysis on social networks attraction in the ONEU educational process is given. The advantages and limitations of IT-technologies in the educational process for students and teacher are considered. The tools of social networks application and examples of their using in educational process are offered. An important factor, which encumbering of social networking tools implementation in educational process are the unavailability of this process to attract modern teaching aids, because in the study, the authors concluded that there is a lack of scientifically grounded guidelines, time-consuming norms and teacher’s remuneration. These problems can be solved by conditions creating for advanced of teachers training in the information and communication technologies sphere, namely: the material and moral teachers incentives, who are actively using a new technologies and developing of effective methods for social networks applying in the university educational space. Social networks are not main means of learning, but their opportunities to educational problems solving is underestimated by the professional community today.

EXPERIENTIAL METHODS OF STUDYING THEORY AT ENGINEERING UNIVERSITIES

Introduction. Nowadays, the crisis of engineering education is observed around the world. This crisis is caused by prompt rates of development of science, high technologies and equipment, globalization processes, transition of economies of the developed countries to the innovative way of development and it requires the search for corresponding demands from the society and labour market for effective forms and methods of student education in technical specialties. The aims of the present publication are the following: to identify features of productive tutorials for future engineers; to describe experiential method of studying of the theory or otherwise the theoretical-focused method. Methodology and research methods. The methodological framework of the research is based on: practice-centred, person-centred and systemic approaches to education; theories of active and interactive training; methods of generalization and analysis. Results and scientific novelty . In recent years, the sphere of engineering education and generally the higher school have undergone a number of essential changes. It is shown that the ratio in a traditional dyad “theory – practice” has exchanged; its logic is still declared as basic, but in the reality is not any more. The role and value of lectures as source of educational information are defined. The conclusion is drawn that modern students neither from the psychological point of view, nor in connection with badly developed basic skills and abilities are still not ready to active and rational independent training; according students, they prefer less expensive and more effective lecture-based training provided by full-time attendance. It is noted that the declared principle of the practice-oriented training, which is not supported with theoretical base, does not allow the average university graduate to gain today’s in-demand competencies such as mobility, flexibility and adaptability, readiness for change of the place and activity profile, self-learning ability, and ability to plan and predict the prospects of career development, etc. Based on the experience of teachers of engineering higher education institution and own pedagogical activity, the author approves phasing out of the traditional principles of the organization and implementation of educational process caused by discrepancy of its classical model to challenges of modern times. The author proves implementation of a new, experiential method in the higher engineering education, which is directed to development of the theory and its practical consolidation of knowledge. The options for realization of the method are considered; its benefits and drawbacks are presented. This method has the integrated character; the method updates all the types of student educational activity (thinking, actions, speech, emotional and personal perception of a professional context), thus contributing to more effective interiorization of educational information and its conscious development; adhere to the recommendations of the international engineering communities to preparation of technical personnel and requirements of state standards of the higher education. Practical significance . The research materials and proposed approaches to training of engineering staff presented in the publication can be used by teachers of higher education institutions in daily practice for student cognitive activity stimulation and enhancing its efficiency.

Особливості впровадження в навчальний процес електронних інтерактивних матеріалів для студентів інженерних спеціальностей

Особливості впровадження в навчальний процес електронних інтерактивних матеріалів для студентів інженерних спеціальностей

OPTIMIZATION OF THE STUDY PROCESS ORGANIZATION IN THE STATE BORDER GUARD COLLEGE

The present paper explores specificity of educational process in the State Border Guard College as a militarized educational institution. It is specific and implementation of educational process in such institution is not possible without the successive and continuous organization of the study process. The correct organization of the study process and scientific content of the training program serves as a basis for development of the students' theoretical knowledge and practical skills and its structural and content organization is essential for the implementation of a qualitative educational process. The aim of the research is to identify the possibilities to improve the structural and content based organization of the study process of the State Border Guard College in order to facilitate the achievement of the goals set by the border guard training process. The study was conducted in the State Border Guard College using scientific, pedagogical and psychological literature analysis and evaluation and document analysis research method. The author brought forward conclusion that the structural and content study process improving in the State Border Guard College can be achieved by changing professional border guard training course program (1 month) and professional further education study program "Border Guarding", study subjects and their succession.

Health-preserving space in medical educational institutions

Сегодня активно поднимают вопрос о здоровьесберегающих образовательных технологиях, программах и их внедрении в образовательный процесс высшей школы. Здоровьесберегающие технологии в образовательном процессе - комплекс методов, приёмов и условий, максимально способствующих сохранению и укреплению физического, духовного и нравственного здоровья субъектов образовательного процесса. Проведён анализ литературы, посвящённой проблеме реализации здоровьесберегающего пространства в медицинских образовательных организациях. Описаны пути её развития, обеспечивающие физическое, психоэмоциональное и социально-нравственное здоровье студентов. Раскрыто значение здоровьесберегающего пространства в формировании здорового поведения студентов. Результатом формирования здоровьесберегающего образовательного пространства становятся применение здоровьесберегающих образовательных технологий, привитие навыков в самостоятельном достижении студентами определённого уровня здоровья и образованности, физическая и физиологическая готовность, способность решать личностные и профессиональные проблемы. Значимость формирования здоровьесберегающего пространства и обучения здоровьесберегающим технологиям обусловлена спецификой будущей профессии студентов. Развитие данного направления является приоритетным в воспитательной и образовательной работе со студентами, оно будет способствовать полноценному профессиональному становлению будущего медика. При создании здоровьесберегающего пространства необходимо, чтобы здоровьесберегающие технологии были интегрированы в учебно-воспитательный процесс. Обзор литературных источников показал, что на современном этапе сформировалось новое представление о роли состояния здоровьесберегающего пространства в медицинских образовательных организациях и образа жизни студентов в сохранении здоровья. Представлены разные точки зрения на проблему формирования здоровьесберегающего поведения студентов.

MOTIVATIONAL CONTENT ANALYSIS OF PRIMARY SCHOOL TEXTBOOKS ON LITERATURE IN CONTEXT OF D. MCCLELLAND’S THEORY

Introduction. The main motives of human behavior are formed at the primary school age. Several factors play a determining role in children’s development: up-bringing in the family, style of teaching at school, quality of popular literature and other sources of information, and, in particular, school textbooks. The special importance is given to the content quality of school textbooks. The influence of school textbooks is determined by the fact that school children should necessarily get familiar with the printed materials, resulting, as a consequence, in accepting the patterns of social interaction and motive-codes introduced there. Due to high constructivist potential of school textbooks, it seems necessary to carry out content analysis of textbooks’ for the purpose of identifying the influence on certain motive trends formation in schoolchildren. The aim of the publication is to present the methodology of motivational analysis of school textbooks on literature and the results of its approbation when studying the motivational content of Ukrainian textbooks for primary school. Methodology and research methods . The research methodology is based on comparative, socio-constructivist, sociocultural and system-activity approaches to implementation of educational process and preparation of didactic materials. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodical literature; content analysis of educational texts. Results and scientific novelty . The author’s methodology of motivational content analysis of primary school textbooks on literature developed in the context of D. McClelland’s theory is described. As the main categories of motivational content analysis of texts, the motives of behavior introduced by D. McClelland (achievements, affiliation, positive and negative power, avoidance of failure) as well as the motives of self-expression and refusal of affiliation have been used. As a result of the analysis of Ukrainian textbooks on literature for the 2nd–5th forms, it has been revealed that the affiliation motive occurred to be the dominant one, which has a positive motivational tendency. Among negative motivational tendencies have been discovered: low level of representation of motives of achievement and self-expression; a relatively high frequency of using negative motive of power (numerous examples of manipulating people for own self-affirmation, authoritarianism of literature characters, use weakness of subordinates, etc.) and the motive of failure avoidance (the person's inability/unwillingness to work hard self-removal under difficulties). It has been concluded that high level of negative motives in primary school textbooks could indirectly influence the formation of passive life attitudes of primary school children. Practical significance . The proposed author's methodology might be useful for the organization of comparative intercountry studies on identification of specific differences in training of children in different countries. The results of the research could also serve as one of the strongest justifications for the need to update and reform the system of elementary school education.

МОТИВАЦИОННО-ЦЕННОСТНЫЙ КРИТЕРИЙ КАК ФАКТОР ПОВЫШЕНИЯ КАЧЕСТВА ФОРМИРОВАНИЯ ИНТЕРНЕТ-КУЛЬТУРЫ

In article methodical aspects of forming of Internet culture of the studying senior classes of comprehensive school, assessment and the analysis of level of Internet culture (motivational and valuable criterion) at the stating and control stages of experimental work are stated. The making Internet cultures reveal (information, communicative and standard and behavioural according to motivational and valuable, cognitive, tool and activity criteria.Diagnostics directed to awareness of the importance of information and interactive types of activity in the Internet and also on forming of system of knowledge and understanding of opportunities, benefits and shortcomings, positive and negative characteristics of virtual communication and information activities on the Internet was used. For determination of level of formation of Internet culture at seniors according to a motivational and valuable component within the stating and control stages of an experiment of a research the method of observation, assessment and diagnostics was used. The attention that implementation in educational process of developed system of pedagogical conditions for the purpose of forming of Internet culture of the senior school student really promote increase in level of achievements of the studying senior classes by motivational valuable criterion is paid.

Three-Dimensional Computer Simulation as an Important Competence Based Aspect of a Modern Mining Professional

The article deals with the problem of necessity of educational process transformation to meet the requirements of modern miming industry; cooperative developing of new educational programs and implementation of educational process taking into account modern manufacturability. The paper proves the idea of introduction into mining professionals learning process studying of three-dimensional models of surface technological complex, ore reserves and underground digging complex as well as creating these models in different graphic editors and working with the information analysis model obtained on the basis of these three-dimensional models. The technological process of manless coal mining at the premises of the mine Polysaevskaya controlled by the information analysis models built on the basis of three-dimensional models of individual objects and technological process as a whole, and at the same time requiring the staff able to use the programs of three-dimensional positioning in the miners and equipment global frame of reference is covered.

Evolution of information and management architectures of higher educational institutions in conditions of disintegration

The article describes features and principles of operation of higher education institutions mostly in Donetsk and Lugansk regions, in conditions of fighting and disintegration territories. The problems of higher education, their solutions de facto and de jure, especially the educational process during the war are analized. There are given examples of administrative decisions regarding university leadership to overcome danger arising from military and political crisis. The main attention is paid to the ways of management and information architecture of higher education institutions in terms of disintegration influence of the political situation and terrorist threats on the work in higher education. There were analysed institutional peculiarities of the split higher educational establishments, problems of implementation of educational process and the conditions affecting the university separation. There were outlined the problems of using distance learning. In the article there are described government regulations that affect the development of information management architecture of universities, it is conducted their analysis. These documents are the following: the concept of strategic development of the university, the strategy of national security, military doctrine, the Law of Ukraine "The grounds of National Security of Ukraine" and the strategy or plan of institutions of the Ministry of Education, strategic plan for businesses, institutions of certain areas in case of invasion. It was also defined the hierarchy of government regulations and their role in ensuring quality of management decisions concerning the transformation of information management architecture of universities. Also there are singled out key points of such documents.

Pedagogical Maintenance of Future Teachers’ Practice-oriented Training

In modern world momentous events took place in the field of education due to the general processes of globalization and democratization. The European Higher Education Open Space was created. Through understanding of shared values and belonging to a common social and cultural space “A Europe of Knowledge” became not only an irreplaceable factor for social and human development, but a necessary component to consolidate and enrich the European citizenship. At the same time, education in Russia is also going through a difficult period of reassessment of social, moral and cultural values, and defines a new vector of the theoretical and practical orientation of the future teacher’s training. The refusal of knowledge-paradigm is taking place; this paradigm was lying for many years at the heart of the Russian fundamental education and was unable to solve the problem of the separating knowledge from skills to apply them. The current social situation has caused an acute shortage of qualified practice-oriented staff experienced by the real economy in spite of the large number of specialists with higher education. One of the causes resulting in the crisis of the traditional paradigm is the rapid information obsolescence which led to a change in a key orientation of education: from “teacher’s translating the required stock of knowledge to the students” to “education throughout life” (lifelong learning). In addition, the labor market was in need for not the knowledge as such, but the specialist’s ability to acquire and put it into practice by performing certain professional and social functions. That is why in today’s society there is a need for teachers of the new sociocultural type, capable of ensuring the training of professionals of another level (practitioners rather than theorists). The innovative style of the scientific and pedagogical thinking, the willingness to take creative solutions and create new values, the individual style of pedagogical activity, capacity for reflection, the need for continuous self-education and commitment thereto must be integral features of the modern teacher. According to the provisions of the Federal National Educational Standards of basic general education, the transition from subject-based learning to learning implementing a system-activity approach involving the training of students for professional and social life is required. In this regard, one of the important issues of the would-be teacher training in Russia is the lack of their practical preparation for professional activities. The article describes the experience of Elabuga Institute of Kazan (Volga) Federal University on the implementation of the model for updating the content of pedagogical cycle disciplines, and enhancing their practical orientation. The author, one of the developers of the content module “Disciplines of professional cycle of basic educational program: design and implementation of educational processes”, presented the experience of its approbation.

EDUCATIONAL SPACE AS THE BASIS OF UPBRINGING OF EMOTIONAL AND VOLITIONAL CULTURE OF SENIOR PUPILS

The concept of «educational space» is included in the categorical system of pedagogy, which deeply explores the various aspects of it. According to scientists, the concept of educational space is an important feature of the educational process and reflects the main stages and regularities of development education as fundamental characteristics of society and its cultural activities. It is a space that combines the idea of education and creating educational length with educational events, phenomena in the transmission of culture, social experience and personal meanings to a new generation. The article discusses the educational space as a special way organized system of cultural and educational values aimed at developing the personality of the pupil, the essence of which is the aggregate of social, cultural, and specially organized in the educational institution and pedagogical conditions, as a result of their interaction with the individual formation of personality. Emotional-volitional culture of the subjects of education is seen as a set of universally accepted norms and rules of behavior, accepted and supported in the unified educational space, as well as their manifestation in the relations of activity of subjects of education and upbringing. In the educational space of school there is an influence of the conditions of educational space for the student, and the student influence on the conditions of implementation of educational process. In the senior school age students deliberately seek territory for its forces, strive to improve the world that surrounds them. The object of the formation and education of the student in the educational space is not only the knowledge, skills, competence, and consciousness in General, including all areas: intellectual, personal, emotional, bodily and moral.

The organization of interaction of subjects of educational process when using platforms of distance learning

Within research in article the special attention is paid to the organization of distance training by means of the specialized local tool information systems oriented to provision of a certain set of educational services on the Internet. On the basis of the carried-out analysis advantages of platforms of distance training are noted: availability, a personifitsirovannost, a modularity on structure, usability, etc. Characteristics «the subject - subject» interactions are described in case of remote form of education: an active position trained in the course of activities, equality of persons training and trained, the joint problem resolution, game, dialogue, work in microgroups, admissibility of coexistence and acceptance of the opposite points of view. Specifics of process of interaction of subjects of educational process in higher education institution of physical culture on the basis of use of the Moodle platform, performed with participation of students athletes, teachers, the trainer, the staff of department of information technologies, managerial control are considered. Feature of such interaction is caused by need students athletes to combine sport and training in the conditions of long sports trainings and participation in competitions in the cities remote from educational institution. The accurate list of functions of each of subjects in the scheme of interaction is provided. In tabular option the example of a matrix of elements of the training remote rate for students of different forms of education (internal, correspondence and full-time according to the individual training plan) which implementation is impossible without harmonious work of all subjects involved in educational process is given. The schemes «the subject-subject» of interaction in case of distance training in higher education institution of physical culture with use of the Moodle platform are described. So for example, for students athletes of full-time courses educational and informative process happens, generally internally – in audiences of educational institution. The practical tasks provided for independent work (at the discretion of the teacher), are carried out by students in an internal or remote form. The students athletes who are trained internally according to the individual plan visit lecture and seminar occupations partially provided that there are no training occupations and competitions at this time. All required training materials for independent studying are available to students in any time, convenient for them. Unlike two previous forms, students athletes of extramural studies as much as possible use possibilities of the Moodle platform for implementation of educational process. For such students only adjusting lectures and small part of a practical training are internally provided. Dependence of form of education on quantity of the used remote forms of education is established: for full-time – 2 remote rates, for c full-time the individual training plan – 6 and for extramural studies – 8 rates. The determining role of the independent work accompanied with a certain support of students athletes from all subjects of educational process is emphasized: methodical (from the teacher) and coordinating (from the trainer, employees of managerial control, technical support of department of information technologies).

ИССЛЕДОВАНИЕ МОТИВАЦИОННЫХ ПРЕДПОЧТЕНИЙ СТУДЕНТОВ-ПЕРВОКУРСНИКОВ ПЕДАГОГИЧЕСКОГО ВУЗА

The paper covers the topical issue of learning activity motivation in the context of university study. It is known, that the motivation of learning is necessary for the effective educational process implementation. The paper considers both the external and the internal types of academic motivation, analyzes cognitive and social motives of first-year students of the college of education studying at different faculties. Academic motivation formation is delicate and complex process influenced by many various factors including the socio-economic conditions of a particular region such as traditional attitude to the higher education prestige, the demand for particular professions in the labor market. That is why the academic motivation of the university students of different regions can have its particular peculiarities. Reasoning from this fact, the determination of motivational preferences of the students of different faculties of Samara State University of Social Sciences and Education and consequent comparative analysis of data obtained became the goal of the research. In the result of the first-year students’ survey and statistical data processing, the authors determined various factors awakening the motivation for learning activity of the students of faculty of mathematics, physics and informatics, faculty of economics, management and service, and faculty of physical training and sports and analyzed the major difficulties the first-year students faced. The paper presents the comparative analysis of the results on different faculties and the levels of the students’ satisfaction with their learning activity. The data obtained allow making the conclusion on the peculiarities of motivational preferences of the students of different specialties of college of education and can serve as the initial foundation for planning, organizational forms, methods and means of educational process determination from the point of view of formation of the students’ academic motivation and the education quality improvement.