Modern Pedagogical Research Research Articles

Электронная информационная образовательная среда как экосистема в педагогическом процессе современного вуза

Development of the EIEE (electronic information and educational environment) is one of the most important topics in modern pedagogical research. This process is currently undergoing a lot of changes and requires its detailed understanding within the framework of pedagogical science, as modern educational programmes for specialists’ training require implementation of innovative digital technologies. Therefore, the purpose of the study is to carry out theoretical analysis and case study in order to systematize this concept in the context of implementing educational programs for training highly qualified specialists in various sectors of the digital economy. EIEE plays the key role in terms of implementing educational programs for training highly qualified specialists in various areas of digital economy. This paper provides generalized analysis of existing theoretical approaches to the concept of "ecosystem" and considers various views on EIEE’s development. Particular attention is paid to the authors’ approach, which is based on cooperation with industrial partners. In this context, it is proposed to create EIEE through the development of technical specifications, integration of cross-platform solutions and sharing resources. In the course of the study, the author comes to the conclusion that EIEE’s development is an important step towards evolution of educational programmes that meet the requirements of modern digital economy and contribute to training of a new generation of specialists, who are ready for challenges that future presents.

Justification of the term «professional self-realization of students»

The relevance of the article is determined by the uncertainty of the terms «self-realization» and «professional self-realization» used in modern pedagogical research. It is proved that the term «professional self-realization» is applicable to the higher education system, since, according to the Federal State Educational Standard, students must master both general and professional skills. In addition, the person’s professional development is continuous. The article analyzes and substantiates the content of the term «professional self-realization of students» in pedagogy. The terms «self-realization», «professional self-realization», «pre-professional self-realization», «pre-professional self-realization» are defined; the features of their use in scientific literature are analyzed. It is proposed to use the generic concept of «professional self-realization» in relation to school, college or university stages. Professional self-realization is presented as a long and multidimensional process involving the formation, self-determination and personal development within a profession, starting from the first courses of study at a university. The content and difference of professional self-realization at the university and at the enterprise are described. Examples of multidimensional cooperation and joint educational programs with enterprises are given.

Условия формирования позиции детей младшего школьного возраста в системе патриотического воспитания

The article deals with the problem of forming the position of primary school children in the system of patriotic education. The issue of patriotic education is currently one of the central ones, it is becoming extremely relevant. The organization of the process of patriotic education of students occupies a leading place in modern pedagogical research. The task of modern school teachers is to educate children in the independence of decisions made, purposefulness in actions and deeds, the development of their ability to self-education and self-regulation of relationships. The article contains a description of the methods and forms used in educational work on the formation of patriotic consciousness of younger schoolchildren.

The Relevance of Modern Scientific Research in Pedagogy: Ukrainian-Polish Discourse

The article provides a comparative analysis of the scientific investigations of Polish and Ukrainian scientists regarding the subject matter and content of modern pedagogical research. New challenges, the world crisis, a full-scale war in Ukraine - in one way or another influence the choice of research topics, determine their timeliness and expediency. It is noted that a wide interdisciplinary pedagogical approach to solving educational problems is clearly observed in Polish research. According to the thematic direction, scientific investigations have an applied nature, meet the demands of science and society. At the same time, the subject matter of scientific issues of domestic pedagogical research is mainly local in nature and does not fully correlate with modern social demands. It was concluded that it is needed to develop methodological foundations of pedagogy in conditions of instability and transgressivity. A list of pedagogical topics that are relevant for study in these conditions is presented.

Using mini-projects in work with philology students

The article is devoted to the theoretical substantiation and practical use of the project method in working with future philologists. Under the influence of the comprehensive technologization of education, project technologies have evolved from the project method and function in modern pedagogical research under the term “project method”. It is proved that the project method is becoming increasingly popular in the world, there are many experimental schools where the main method of teaching is the project method and its varieties. Teachers all over the world note the enormous possibilities of the project method, in particular its impact on the development of activity, independence, creativity, collectivism of students. The purpose of the article is to reveal the originality of using the project method, in particular mini-projects, in the process of teaching students of higher education institutions. The main stages of work on the project (organizational and preparatory, planning, technological, final) are revealed. Since the project method directly develops the creative, research and analytical activities of students, the main task is to teach them to think independently, find and solve various issues, applying knowledge from different fields, the ability to predict the results and possible consequences of different solutions, the ability to establish cause and effect relationships. The student's activity should be subordinated to the result that he will get by solving a practical or theoretical problem. The authors analyzed the theoretical and practical experience of both domestic and foreign scientists, identified and described the classification of A. Klymenko and O. Podkolzina who distribute projects according to the dominant method or type of activity. It is substantiated that the use of project tasks changes practically all components of the educational process: the type of interaction between the teacher and the student, the evaluation system, the selection of educational material, etc.

Formation of Programming Skills among Students of Scientific, Technical and Natural Science Areas of Training Using the Arduino Platform

The problem of improving the educational process of students of scientific, technical and natural science areas of training is one of the relevant aspects of modern pedagogical research. During training, it is necessary to apply new approaches, educational technologies and techniques in order to prepare graduates who are able to independently solve complex scientific, technical and engineering design tasks in the process of modern production. Programming is a universal tool for modeling objects and processes, as well as a powerful tool in developing the thinking of students of scientific, technical and natural science fields of training. The article discusses the issues of formation of programming skills of students based on the use of the Arduino platform. The professional standards are analyzed, the main contradictions of the existing system of training future bachelors in the field of radio electronics and control systems are revealed. The method of organizing effective programming training based on the use of the Arduino platform is presented. The criteria and indicators of the levels of competence formation are given. The results of an experiment on the implementation of the described methodology of teaching programming on the basis of the I.N. Ulyanov Chuvash State University are shown. Using the chi-square criterion, statistical processing of the results of a pedagogical experiment was performed, which convincingly proves that when using the Arduino platform, most students have reached high and advanced levels of programming skills formation.

Имиджевая политика как отражение уровня корпоративной культуры кафедры современного вуза

The study aims to substantiate the importance of forming the image of a modern university department in the context of corporate culture for the effective functioning of a structural unit of a higher education organisation. The paper provides a detailed description of image types undertaken by scientists of the Belgorod State Institute of Arts and Culture. Scientific novelty of the study lies in presenting corporate culture and the image of a university department as a whole in the socio-cultural space of a modern university. As a result, it has been proved that modern imageology is an actively developing branch of humanities research covering various spheres of social interaction. In particular, image can be considered as an integral component of modern pedagogical research when it comes to the areas of image policy and the formation of corporate culture of a structural unit of an educational organisation.

Problems of managing the university human capital at the educational environment digitalization context

The article discusses modern approaches to the «human capital» category definition, trends in developing human capital and its management system in higher education institutions of the Russian Federation. The paper determines that the problem of the educational environment is a current direction of modern pedagogical research. The authors study issues of qualitative changes at the university educational environment under conditions of dominating a new technological order in socio-economic processes, the digital economy development. The educational environment of Tomsk Agricultural Institute – Novosibirsk State Agrarian University branch is structured based on the analysis of psychological, pedagogical and economic literature, regulatory and legal support of the educational process, as well as the university general management system, the human capital of its teaching staff, and the analysis of the capital itself in particular. The article outlines the problematic field of managing the teaching staff human capital under conditions of the educational environment digitalization of the educational organization under study determining its actual tasks based on observation results of the human capital management process at the university, questionnaires and interviews of its teaching staff, calculation and analysis of estimated indicators of human capital. The most problematic areas of management activity of Tomsk Agricultural Institute under conditions of growing the informatization and digitalization processes are the following: human capital management in the field of educational, methodological and research work of university teachers. The authors conclude on the need to improve the human capital management system of the educational organization under study. They propose to implement the mid-term project «The teaching staff motivation of Tomsk Agricultural Institute – Novosibirsk State Agrarian University branch to work effectively under conditions of digitalization of the educational environment». It will allow raising the mechanism effectiveness of interacting the university administration and employees belonging to the teaching staff at the Institute e-learning field through forming a system of employee tangible and intangible incentives.

Disadvantages and Advantages of Implementing Distance Learning in Higher Institutions of Medical Education

The article considers the advantages and disadvantages of implementing distance learning for medical students’ training in quarantine. The issues of using e-learning methods in distance learning have been analysed. In the teaching methodology, the questions of determining the feasibility, advantages and disadvantages of implementing distance learning in the educational space and distinguishing between the concepts of “distance learning” and “e-learning” appear. The term “e-learning” is often interpreted as synonymous with “distance learning”, but the authors of this article note that this is not entirely correct. E-learning is only one of the forms used in combination with other forms of learning. Distance learning at the modern level involves the implementation of the educational process only by the network. Distance learning is a method of attending class even if students cannot be there physically. According to the Regulation “On distance learning” in Poltava State Medical University, “distance learning is a set of educational services provided through modern psychological, pedagogical, information and communication technologies”. The purpose of distance learning at the university is to introduce modern information and communication technologies to train the specialists at the educational and qualification levels “bachelor” and “master”, training programmes for interns, and advanced training of doctors according to national educational standards. The article analyses the modern pedagogical research of Ukrainian and foreign schools and presents the results of the analysis of students’ and teachers’ opinions on the introduction of distance learning in the educational process. The article also presents the results of implementing distance education at the Poltava State Medical University in the disciplines “Medical Physics” and “Medical Informatics”. The result of the study proved that distance learning has only advantages theoretically. In practice, many problems need to be solved.

СИСТЕМА КОМПЛЕКСНОЇ КОРЕКЦІЙНО-РОЗВИВАЛЬНОЇ РОБОТИ З МОВЛЕННЄВОГО РОЗВИТКУ МОЛОДШИХ ШКОЛЯРІВ ІЗ ДИСГРАФІЄЮ: ОСНОВНІ ХАРАКТЕРИСТИКИ

The article substantiates and presents asystem of complex correction of speechdevelopment of children of primaryschool age with dysgraphia in a moderngeneral education institution. It is notedthat the speech development of childrenof primary school age with dysgraphiadepends on the organization of aneffective correctional and pedagogicalprocess in general secondary education,the improvement of which is quiteimportant and should be based on certainfundamental scientific principles. Thepositions of scientists on thedevelopment of various pedagogicalsystems are considered, the concept of“system” is specified and concretized,and its functions are defined. It is notedthat in pedagogical science systems aredeveloped in order to support the usedtheoretical approaches in practice. It isemphasized that in modern pedagogicalresearch, there are systems thatgenerally present the features of workingwith children with special needs, butthere are also those that are aimed atsocial interaction to eliminate certaindisorders. It was found that the existingsystems do not fully satisfy thespecialized activities of a speechtherapist with junior schoolchildren withdysgraphia. There is a need to develop acomprehensive system that hasinterrelated elements, purpose,principles, stages and results, whichwould help map the correctional anddevelopmental process to expand theinfluence of speech therapist on allstructural components of speechdevelopment of primary school childrenwith dysgraphia in the institution ofgeneral secondary education. It isemphasized that the proposed systemhas five main blocks: perspective-target,conceptual, organizational-diagnostic,content-procedural, control-effective.Each of the specified blocks ischaracterized.

ИЗУЧЕНИЕ ИНОСТРАННЫХ ЯЗЫКОВ КАК СПОСОБ ФОРМИРОВАНИЯ ГРАЖДАНСТВЕННОСТИ СОВРЕМЕННЫХ СТУДЕНТОВ

The issue of the development of civic consciousness of student youth is of considerable interest both for teachers of the Humanities in general and for teachers-researchers in particular. The article examines the problem of civic education among modern students in the process of studying at universities against the background of increasingly complex socio-political environment. The author analyzes the environment in which the development of civic traits of students takes place today, defines the socio-pedagogical features of their character and identifies possible causes of problems in the process of civic consciousness development at the institutions of higher education. The article considers various approaches to the definition of the concept of citizenship in modern pedagogical research and highlights its main structural components. Besides, it justifies the priority areas in which the process of educating a citizen should take place and emphasizes the demand to create conditions for the development of personal motives, interests and needs. The possibility to use the study of foreign languages in combination with various disciplines of the humanities for the purpose of developing civic traits of the individual is shown. The author also seeks to focus on the most effective forms of pedagogical influence on students in order to develop their civic consciousness during their studies at universities through the learning of foreign languages. Considerable attention is paid to various forms of extracurricular activities with students using the foreign language they are studying, which can influence very effectively over the formation of a solid citizen in today’s environment.

Ability to learn as a basis for academic virtue in higher schools of Ukraine

In terms of globalization of modern society, the problem of academic virtue is becoming increasingly important. The rapid expansion of technology and free access to intellectual property products facilitate the use and dissemination of information. At the same time the processes of borrowing, appropriation and using other people's ideas and thoughts also gain great momentum. The purpose of the research is to study the problem of formation of academic virtue in the higher education system of Ukraine. Academic virtue today has become not just a matter of education, it is a national need. The methodological approach is based on a synthesis of viewpoints existing in modern pedagogical research, in which considerable attention is paid to issues of quality of higher education because without quality education it is impossible to train a full-fledged professional, competitive on the current labor market. In this research, modern scientists and teachers justify theoretically the problem of skill learning as the basis of academic virtue in institutions of higher education of Ukraine. The result of scientific work. The authors came to the conclusion that no matter how much we talk about internal and external academic motivation, no matter how much we call for the fight against corruption in higher education, appeals or punitive measures, we will not be able to achieve the desired result without the academic virtue. The ability to learn as the basis of academic virtues in institutions of higher education in Ukraine firstly depends on the learning process organization, quality of educational infrastructure, qualities of students, i.e. their ability to learn and their motivational readiness to the educational process; quality assessment and evaluation of the learning process results, i.e., their transparency and objectivity. The practical significance is that the authors propose to solve the problem by introducing the course of the discipline "Rules and laws of studying in higher schools" in the educational process of higher schools of Ukraine starting with the first semester.

Export of Higher Education: Innovations in Physical Education Practice

Creating conditions for the export potential is one of the drivers for the development of the domestic higher education. All the factors of socio-cultural adaptation of foreign students are to be identified in order to build a world-class educational background in Russian universities. The potential of physical education to solve the problems of foreign student integration into the Russian social environment is an urgent area of modern pedagogical research. The article presents the authors’ vision of organizational and pedagogical methods to transform physical education practice at university and to designate some new types of professional teaching activities of a physical education instructor. The research centered in the following Tomsk universities: Siberian State Medical University, National Research Tomsk Polytechnic University, and Tomsk State Pedagogical University. The international component in the educational ecosystem development in Tomsk Region is outlined in the field of the regional project to create the Big University. The applied methods for the research involved analysis of theoretical sources, surveys, observations, product analysis, and the expert assessment method.

Синергетичний підхід: сутність і характерні особливості застосування в наукових дослідженнях з педагогіки мистецтва

Синергетичний підхід окреслено в якості однієї з методологічних основ, що спрямовують сучасні мистецько-педагогічні дослідження у русло еволюційного розвитку і самоорганізації складних систем, дозволяють окреслити нову парадигму сучасної педагогіки мистецтва, направляють її на розвиток креативності особистості. Визначено поняття «синергетика» як міждисциплінарний напрямок наукових досліджень у галузі складних еволюціонуючих систем. Синергетичний підхід актуалізує такий напрямок розвитку педагогічної науки, як педагогічна синергетика. Недостатньо дослідженим є потенціал синергетичного підходу щодо розвитку мотиваційної сфери майбутнього вчителя музичного мистецтва до навчально-виконавської діяльності в процесі інструментальної підготовки. Окреслено сукупність характерних для синергетичного підходу специфічних категорій. Розглянуто деякі з цих категорій у контексті формування мотивації до навчально-виконавської діяльності як основи подальшої ефективності фахової діяльності вчителя мистецтва.

Моделирование в современной педагогике

The paper analyses modeling problem in modern education science. The relevance of the modeling problem is due to the growing interest in modeling in education science, as well as the great modeling potential in solving pedagogical problems. The main problems that modern teachers deal with are identified, and the classification of models is given. The concepts of modeling in the interdisciplinary field and in the psychological and education sciences are characterized. Various definitions of the model are analysed, the main types of models in modern pedagogical research are proposed. The interdisciplinary nature of modeling is substantiated. The features of modeling in pedagogy are reviewed. The basic requirements for pedagogical models are formulated. The novelty of the proposed material lies in the substantiation of the interdisciplinary nature of modeling, as well as in the formulation of requirements for pedagogical models.

Pedagogical science in Russia: Much history, no strategies

Introduction. In recent years, thematic educational issues involve only already familiar concepts: Unified State Exam, standards, textbooks. An academic science has been completely caught up into the administrative reforms imposed on it; there are no fresh ideas. It is well known that when scientific successes are modest, history, an endless exploration of the past instead of a strategic analysis of the future, is used. The aim of the present article was a critical discussion of the subject, goals and content of modern pedagogical research, reasons for scientists’ focus on historical context of education, their isolation from the current situation and the strategy for its further development. Methodology and research methods. The methods of system-based and comparative analysis, synthesis and generalisation of the content of 30-volume series “Basic Research of the Institute of Theory and History of Pedagogy of the Russian Academy of Education” (now – Research Institute of Educational Development Strategy) as well as quality and results of independent scientific reviewing of 12 monographs of this series. Results and scientific novelty. By the example of the analytical review of a big cycle of the scientific publications prepared by the staff of the oldest authoritative organisation – Russian Academy of Education, an attempt was made to give a representative assessment of the state of problem focused on the interrelation of history and modern pedagogical theory, which is relevant for pedagogics and humanitarian field of knowledge in general. Summarising the issue and the series of monographs, the analysis showed the absolute predominance of the historical themes of scientific research over theoretical predictions, avoiding real educational practice and its critical analysis by the leading research teams of the Russian Academy of Education. Meanwhile, the increase in negative tendencies in primary and secondary vocational professional education requires the active participation of the representatives of scientific community. From the conclusions it may be understood that there is no institute for reviewing scientific reports and publications, no examination of the content, relevance and importance of monographs recommended for publication. Editorial boards become honorary structures and, in fact, are inactive; reviewers do not carry out a preliminary analysis of manuscripts, the result of which is content and technical errors. Circulations of really important published works are small; they are only enough for presentations and official distribution. Practical significance. The recommendations and proposals for the selection of topics and content of pedagogical research, increasing the relevance of scientific pedagogy and its orientation to contemporary problems of education, were formulated. The lack of financial opportunities to produce mass editions of scientific works should be filled up by creating their electronic versions and posting of the full text of published monographs on websites in order to ensure their availability for the main consumers of scientific results – teachers. The dedicated websites should be interactive and allow readers to evaluate the quality and practical value of a scientific product online. The scientific conference summing up the positive and negative results of the study of the authors of monographs with a public announcement of their significance is intended to be a mandatory result of the release of a series of monographic works.

МЕТОД МОДЕЛИРОВАНИЯ В ПЕДАГОГИЧЕСКИХ ИССЛЕДОВАНИЯХ: ИСТОРИЯ РАЗВИТИЯ И СОВРЕМЕННОЕ СОСТОЯНИЕ

Modeling is an attribute of modern pedagogical research. The article presents a retrospective analysis of the use of the modeling method, primarily in pedagogical research. Dependence of modeling on the development of science and other spheres of human activity is discussed. The features of modeling from ancient times to the 15th century, from the 15th century till the end of the 19th century, during the modern period from the beginning of the 20th century until recent times are determined. The author considers only insufficiently developed aspects of modeling in modern pedagogical research. The author's interpretation of modeling as a four-sided relation is given. Various modeling schemes, depending on the objectives of the research and thelinks of modeling with forecasting and design are constructed. The levels of modeling are defined: conceptual, scientific, technological ones. The features of models of each level are described.

ЗАГАЛЬНА ПЕДАГОГІКА В СУЧАСНОМУ НАУКОВОМУ ДИСКУРСІ

The article deals with the essence and content of the concept of general pedagogy in the context of itscorrelation with the multiplicity of knowledge about education, its development and improvement of the conceptual and terminological apparatus of modern pedagogical research. It has been emphasized that general pedagogy is understood as science and as a scientific discipline, and the definition of general pedagogy, as a rule, includes both aspects. The article concludes that general pedagogy is the core of pedagogical science; it forms its basis, which at the substantive-essential level distinguishes pedagogical science from all other branches of scientific knowledge. General pedagogy studies and discloses key pedagogical categories, notions, concepts, paradigms, approaches, laws, patterns, principles according to which any pedagogical phenomenon or pedagogical process are opened out, develops a methodology for building pedagogical science and conducting pedagogical research, methods and methodology for evaluating the effectiveness of pedagogical phenomena and processes, criteria of the scientific and pedagogical activity effectiveness, analysis of general pedagogical and philosophical doctrines. The actual problems of general pedagogy are the methodology of pedagogical research, problems of the upbringing and socialization of children and youth, history of pedagogy, comparative pedagogy, problems of managing educational institutions and strategies for their development. The modernity of the solution of the indicated problems is determined by the completeness of the account of the conditions in which people find themselves today: the globalized world, technological challenges, expansion of the media space and its impact on human consciousness, a crisis of values, problems of intercultural communication, and the like. The study of these complex problems requires a new methodology of pedagogical research at the level of multi- and interdisciplinarity. The development of such a methodology is an urgent need for modern pedagogical science and practice.

ЕМОЦІЙНА КУЛЬТУРА СУЧАСНОГО ФАХІВЦЯ ДОШКІЛЬНОЇ ОСВІТИ

У статті висвітлено різні аспекти питання становлення емоційної сфери особистості, відображено ґенезу поняття «емоційна культура», проаналізовано дефініції «емоційний інтелект», «емоційна компетентність», «емоційна культура» тощо та їхнє активне введення до наукового обігу сучасних педагогічних досліджень. Автор простежує ґенезу поняття емоційної культури, яка вивчається сучасними зарубіжними та вітчизняними науковцями – психологами та педагогами. У статті визначення емоційної культури майбутнього вихователя розкривається через низку дотичних понять: культура почуттів, емоційний інтелект, емоційна компетентність. Дослідження дефініції емоційної культури особистості засвідчує приналежність цієї проблеми до широкого кола питань, у яких висвітлюються такі вимоги до емоційної сфери фахівця, як здатність усвідомлювати власні емоції та переживання та емоції оточуючих, самоуправління та саморегуляція емоційними станами та реакціями, корегування власної поведінки відповідно стану інших тощо. Визначено особливості емоційної сфери дітей дошкільного віку: зміна змісту та ролі емоцій в діяльності дитини, опанування формами вираження емоцій, ускладнення емоцій від базових до вищих тощо. Обґрунтовано емоційну культуру як основний елемент впливу на становлення особистості дошкільника та формування його емоційної сфери, відповідність цього особистісного утворення сучасним вимогам суспільства до фахівця дошкільної освіти. Пояснено, що емоційний стан вихователя передається вихованцям та викликає відповідні переживання, впливає на їхнє самопочуття та формування поведінкових стереотипів, оскільки в дошкільному віці яскраво проявляється «копіювання» почуттів та емоцій інших людей. Дані здійсненого аналізу дозволили сформулювати визначення емоційної культури фахівця дошкільної освіти та окреслити значення цього особистісного утворення в процесі виконання основних виховних завдань.

Competition, education and assessment: connecting history with recent scholarship

In this article, we investigate competition in education, asking if it is good or bad, and especially if it is old and necessary or new and questionable. Using philological methods, we trace the history of competition and relate it to contemporary educational ideas. In history and modern pedagogical research, competition has a ‘dark side’ as well as energising qualities. We question the inseparability of competition and education, and, weighing up the moral and pedagogical benefits and dangers, we advocate moderation in educational competition.