Modern Russian Education Research Articles

Realization of author’s program of developing artistic abilities of schoolchildren on basis of continuity

The definition of abilities and their correct development act as one of the most important pedagogical tasks that require special attention, solution, approach, especially during the period of changes in the content of the educational process connected with its reform. According to the author, to update educational approaches related to improving the effectiveness of the educational process, it is necessary to pay attention to the development of author’s training programs. They will control planned and systematic activities of all participants in the educational process, regardless of the form of its organization. The article considers the main provisions of the author’s program that contribute to the development of the artistic abilities of schoolchildren in the conditions of modernization and reform of modern Russian education, including the changes caused by COVID 19. The author’s program is designed to expand the content of the concept of the continuity of secondary vocational and higher education. Its structure includes content components of general education and training of future designers and teachers of technology and design in multilevel professional education as potential directions for its development in the context of global challenges.

Modern directions of modernization of Russian education and ways of improving its quality

Modern directions of modernization of Russian education and ways of improving its quality

The main trends in the development of economic education in modern Russia

The main trends in the development of economic education in modern Russia

Virtual reality: The genesis of the concept and trends of use in education

The development of modern Russian education in the context of its digitalization actualizes issues related to the presentation and use of existing educational resources in a new digitalized form, as well as to the search for new resources and models, methods, forms and means of teaching that contribute to the effectiveness and efficiency of the educational process in school and university, but in the new conditions of the formation of a digital society. At the same time, the issues of virtualization of the educational process are of particular importance due to the use of virtual reality tools and technologies in teaching various subjects. In this context, the genesis of the concept of “virtual reality” plays a special role in the search for answers to these questions, since in the search for something new it is very important to rely on an understanding of how the concept itself developed, and not only from the standpoint of philosophy and general methodological aspects, but also from technological, in particular, from the standpoint of the development of virtualization tools and technologies based on the achievements of physics, informatics and other sciences. Of particular importance for pedagogy in this context is the description of the experience of using “virtual reality” and tools of virtualization of the educational process at different levels of education, since it is genesis and empiricism that allow in the future to determine new trends in virtualization of the educational process, and to deal with the negative consequences of virtualization in the context development, for example, cyberspace, with the help of achievements and special methods of psychological and pedagogical science.

Formation of psychological security of the educational environment (on the example of the school in the Altai Republic)

The article considers one of the topical and important issues of modern Russian education – formation of the psychological safety of the educational environment at school. The paper gives the modern interpretations of the definitions of «psychological safety» and «educational environment». The authors note that it is specially organized work that can promote constructive interaction between all subjects of the educational process, improvement of the psychological climate in the school environment, successful formation of psychological safety at school with a large or small number of pupils. In particular, the article presents the results of the study of the educational environment of one of the rural schools of the Altai Republic and also reviews the compiled and tested model of psychological and pedagogical conditions for formation of psychological safety, the directions of implementation of the developed model. In addition, the paper analyses the results of the effectiveness of this model.

TO THE QUESTION ABOUT THE METHODS OF TEACHING PEDAGOGY IN CONDITIONS OF DISTANCE LEARNING

Processes of modernization of teacher education in Russia at the end of 2019-2020 were significantly complicated by the outbreak of coronavirus infection. One of the urgent measures was the transfer of the work of educational organizations to a remote mode of work. The organization of online interaction assumed the use of special techniques for building the educational process, forms of control, methods of communication through Internet technology, as well as specially undertaken organizational and administrative measures. The purpose of the study is to identify and scientifically substantiate certain aspects of the teaching methodology of pedagogy by means of distance learning in the context of the 2019-2020 pandemic. The article specifies certain features of pedagogy as an academic discipline: the use of a plurality of methodological pedagogical knowledge, including that based on the theories of existentialism, neo-Thomism, pragmatism, neobehaviorism, etc .; orientation in the goal-setting of the process of preparing future teachers not so much on the ideas of globalism, but on the principles of practicality, moderation and attainability; formation of the content of the course of pedagogy in accordance with the educational order; practical orientation, subject-subject orientation of technologies for implementing the course of pedagogy; orientation of the monitoring of the quality of pedagogical education to the use of complex assessment tools that allow to establish not only the level of formation of cognitive, activity components, but also the emotional-value component of general professional competencies, etc. new educational tasks of the pedagogy course that arose in the context of the implementation of distance education are formulated, proposed for discussion some conclusions about teaching pedagogy by means of distance learning: about the features of goal-setting of the course of pedagogy, the content and technologies of organizing students' independent educational activities, about the need to use subject-oriented learning technology, about the forms of organizing the educational process, etc.

Development of secondary vocational education in modern Russia

The future of secondary vocational education is uncertain. As part of the development of regional training systems, models are being reviewed in which the training of workers is carried out at enterprises, and the training of middle-level specialists is carried out at universities. In these conditions, it is especially important to integrate colleges into the industrial ecosystem of the region, to develop the base of professional training for adults. Scientific, pedagogical and methodological works are analyzed, on the basis of the analysis, generalization and systematization of results, periodization of information is carried out. The main stages of development of secondary vocational education presented. Each stage has its own periodization. The time frame of the stages depends on the changes taking place in the socio-economic and political spheres, which is reflected in the education system. The stages are characterized and described: the reasons are identified; new elements, objects and subjects of educational relations have been identified; new concepts are presented. The description of the stages allows you to trace the trends and identify the dynamics in the development of secondary vocational education. Differentiation of secondary education is the most likely scenario for the development of secondary vocational education for the next decade. It was revealed that a strategically important task for the next decade is to provide of secondary vocational education system with management mechanisms that allow timely and adequate response to changes in external conditions both in the labor market and in the field of technology.

"Case studies" and research design in the formation of competencies for bachelors in the field of "Biotechnology"

In modern Russian education there is a process of transition to the subject-subject interaction of a teacher and a student in the learning process. Truly innovative pedagogical technologies are initially built on a competency-based approach and are aimed in learning outcomes at the future professional activity of a graduate. The case method is one of the most significant ones for modern higher education. A consistent combination of pedagogical technology of situational analysis and research design based on the principles of contextual training of students in the direction of training "Biotechnology" at the Federal Budgetary Educational Institution of Higher Education "Altai State University" within the framework of academic disciplines allows successful development of professional and universal competencies, as well as realization of personal qualities. The result of the work of the teacher and students is an intellectual product of a biotechnological research project.

School mediation service as a conflict resolution technique in public schools of Barnaul: state and prospects of functionality

The subject of this article is the state and prospects of functionality of school mediation services in the system of modern Russian education. The object of this research is conflict resolution within the framework of educational institution. The article reviews the theoretical-methodological and cross-disciplinary analysis of conflict resolution in the system of modern Russian education. The increasing propensity towards conflict in school environment resulted in creation of school mediation/reconciliation service. School mediation in Russia is a new phenomenon and just started being established on the legal level. The phenomenon of mediation, its emergence and consolidation as the conflict resolution technique necessitations its further research and comprehension. Methodology of the conducted cross-disciplinary research on the state and prospects of functionality of school mediation services in Barnaul is based on the combination of quantitative (questionnaire, content analysis) and qualitative (expert interview, traditional document analysis) methods of acquisition and analysis of data. The article provides the results of research that allow revealing the specific characteristics of school conflicts and practice of their resolution. Based on the assessments and opinions of respondents, the authors determined the basic difficulties of implementation and functionality of school mediation services faced by the Barnaul schools, as well as developed a number of recommendations for their minimization.

Логика образования в контексте социальной философии М. К. Мамардашвили

The research objectives are as follows: to reveal logic of education in the context of M. K. Mamardashvili’s social philosophy, to identify its role in the modern Russian education. The article examines the basic conceptions of M. K. Mamardashvili’s social philosophy and appropriate postulates of his logic of education, shows importance of this model while developing the Russian education system. Scientific originality of the study lies in the fact that the researcher for the first time analyses interrelation of M. K. Mamardashvili’s social logic and logic of education. The following conclusions are justified: Mamardashvili’s conception contains theoretical provisions to develop the Russian model of open educational space that promotes spontaneous activity and barrier-free communication between educational process participants.

Развитие познавательного интереса школьников в рамках когнитивного обучения

The article actualizes the modern requirements for the quality of training schoolchildren in the framework of the new state standards in the field of education, describes the basic features of cognitive learning, analyzes the rules for the use of the concepts of “cognitive interest”, “cognitive activity”, and “cognitive learning”. Materials and methods. The material of the research is theoretical and empirical observations on the problem of the development of the cognitive interest of modern schoolchildren in the context of cognitive teaching in computer science. The analysis of the work of modern teachers made it possible to identify basic ideas and project them onto the learning process, taking into account the capabilities of the modern educational environment. Results and discussion. The author outlines that modern Russian education, focused on the development of universal learning activities and competencies of pupils, is in the process of reforming. It is also emphasized that the set of the analyzed approaches to defining the concept of cognitive interest made it possible to actualize the possibilities of cognitive learning and highlight its features. From the standpoint of the effectiveness of the development of cognitive interest, some methods, techniques and means of cognitive learning are described, the use of which in the educational process can contribute to a better preparation of pupils. Conclusion. The author comes to the conclusion that the set of requirements for modern graduates of educational institutions involves the development of innovative teaching technologies by teachers, their possession of such competencies that will make it possible to qualitatively organize the educational process, while developing a positive attitude of pupils to learning.

Социальный прогресс в зеркале образования

The paper is devoted to the issues of social progress and conditions for its implementation, the main of which is education. The authors substantiate the topicality of the social progress study by saying that today the uncertainties and risks of sustainable development in the world are amplified. People become aware of their responsibility for the future of the whole society and they understand that meaningful actions of a large number of people have to be taken in the direction of becoming initiative and independent people who are aware of themselves as the creators of their own lives. The authors highlight the role of knowledge acquired from various cognitive systems (science, culture, art, literature, etc.) expanding the cognitive capabilities of a man and the possibilities of his/her creativity. In education, all knowledge acquired from different cognitive systems should be ‘sublimated’; it should become a civilizational institution which mission is to transform the world in the direction of social progress. The authors consider the risks of forming such an institution, including educational inequality in the quality and accessibility of education. The paper concludes that modern Russian education does not serve for social progress and not even for the market, but for financial capital.

The relationship of thinking styles and academic performance of students

Introduction. In the conditions of modern Russian education, the emphasis is shifted to the ability of students to carry out non-standard professional duties and to work independently. All this leads to an increase in the number of studies to identify thinking styles in the student age.The aim of the current publication is to present the results of an empirical study focusing on identification of the relationship of thinking styles and academic performance among the students of Astrakhan State University.Methodology and research methods. In order to achieve the aim, the authors used the following research methods: Methods of Thinking Style (by A. K. Belousova), Learning Styles Questionnaire (by P. Honey, A. Mumford), Implicit Theories and Learning Goals Questionnaire (by C. Dweck), Scale of Academic Motivation (by T. O. Gordeeva, O. A. Sychev, E. N. Osin). To process the data, mathematical-statistical methods were employed: the One-Sample Kolmogorov-Smirnov Test, the Independent Samples t Test (Student Test), the Mann-Whitney U Test, the Pearson’s Correlation Coefficient, the Spearman’s Rank Correlation Coefficient. All calculations were performed using the IBM SPSS Statistics 21 computer program.Results. In the course of empirical study, 82 students of five faculties of Astrakhan State University (40 boys and 42 girls aged 20 to 23 years old) were involved. As a result of empirical research, it was revealed that an initiative style of thinking with the variable “enriched personality” has a positive correlation, and critical thinking has a positive correlation with the variable “introjected motivation” and “external motivation”. Managerial and practical thinking styles positively correlate with the variables “achievement motivation”, “growing in telligence”, “enriched personality”, “cognitive motivation”, “adoption of learning goals”.Scientific novelty. The tendency to a reliable connection of thinking styles and academic performance was revealed. A positive correlation between managerial, practical thinking styles and cognitive motivation, achievement motivation is found out. Students with proactive, practical, managerial thinking styles have an above-average academic performance.Practical significance. The materials of the publication are of practical importance for teachers and students, as the study of the stylistic peculiarities of the individuality of students directly contributes to the effectiveness of the process of skills and knowledge development.

Работа и учеба у студентов вузов: конфликт или фасилитация?

На основании данных опроса студентов одного из федеральных университетов Санкт-Петербурга (N=948) и полуструктурированных интервью c работающими студентами (N=14) исследуются условия, при которых совмещение обучения и работы студентами очных отделений вузов сопряжено с негативными последствиями для учебы и благополучия студентов, а также обстоятельства, при которых совмещение двух ролей, напротив, приносит пользу и повышает эффективность выполнения обоих ролей. В результате исследования выявлено, что с большей вероятностью совмещают учебу и работу студенты, менее удовлетворенные получаемой специальностью и с более низкой субъективной оценкой благополучия внешней среды. В то же время уровень их психологического благополучия и социальной поддержки выше. Совмещающие обучение и трудовую деятельность студенты чаще пропускают занятия, однако это не сказывается на их успеваемости. Эффекты совмещения работы и учебы связаны с рядом факторов. Конфликт между двумя сферами более свойствен студентам младших курсов и девушками возрастает с увеличением рабочей нагрузки. Фасилитация работы и учебы более характерна для студентов, осознанно выбравших изучаемую специальность и трудоустроенных по получаемой профессии. В результате анализа полуструктурированных интервью были определены три группы стратегий совмещения: поддерживаемые работодателем, поддерживаемые системой обучения, и стратегии самоменеджмента учащегося. Благодарность. Статья подготовлена при поддержке РФФИ, проект № 17-29-02438/17 «Психологические, социальные и средовые ресурсы здоровья учащихся разных ступеней образования в современной России», 2017-2019 гг.".

Формирование художественно-эстетических потребностей в модернизации российского образования: аналитический обзор

The article provides an analytical review of scientific literature on the problem of the formation of artistic and aesthetic needs of the individual, presents various approaches, theses of scientists to solve this problem. The author formulates his vision of the formation of artistic and aesthetic needs as one of the priority directions in the modernization of Russian education.

Христианская педагогика в цивилизационной парадигме модернизации российского образования

Iconic social processes taking place in Russian society in 2020: amending the Constitution and amendments in the RF law "On education" has created conditions for implementation in the short term, the priority development of the most important social institution - education. In this regard, to overcome the permanent crisis in the modernization of Russian education, it is necessary to use the socio-cultural phenomena of a thousand-year-old Russian civilization, to create pedagogical concepts on this basis, which achieve a certain optimal combination of national educational traditions and innovations. We are the bearers of a unique culture, and Orthodox pedagogy can become part of a new theory of personal education. Education in the Orthodox tradition is not only the development of certain norms of behavior, but a lively moral reaction to what is happening; not just socialization, but the gathering together of the moral qualities of the child's soul.

Формирование информационной культуры учащихся младших классов с применением ресурсов ЭИОС Moodle

The article deals with the formation of information literacy of primary schoolchildren as an urgent problem of modern Russian education. The use of information and communication technologies by all participants in the learning process in primary school is dictated by the requirements of such regulatory documents as the Federal Law "On Education in the Russian Federation" and the Federal State Educational Standard of Primary General Education. The features of the creation of an electronic information and educational environment (EIEE) and the didactic possibilities of using the Moodle distance system during the formation of skills and abilities by younger students, reflecting the required level of knowledge of information culture, are revealed.

Проблемы и перспективы подготовки кадров в системе высшего сестринского образования в современной России

Проблемы и перспективы подготовки кадров в системе высшего сестринского образования в современной России

Социально-политические детерминанты повышения качества образования в современной России

Социально-политические детерминанты повышения качества образования в современной России

АКТИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ – СОВРЕМЕННЫЙ ВЗГЛЯД НА ПРОБЛЕМУ ОБУЧЕНИЯ

This article presents a new look at the problem of updating the use of active teaching methods in the educational process of higher education; the socio-psychological foundations of the actualization of this problem in the system of higher education are highlighted; the prospects and possibilities of using active teaching methods in the educational practice of a modern university, etc. are shown. It is shown that at the present stage of the development of society, in the process of developing new «amendments» to the Constitution of the Russian Federation, on the way to a new look at the nature of man, at his rapidly changing world, at the significance of the level of development of his literacy and professionalism, the awareness of the requirements for the education system in whole - inexorably increase. Education in modern Russia is becoming strong, responsible, creative, socially active, patriotic-minded, legally-economic, politically-socially literate, with a high position, ready and able to live and work in a democratic society-oriented state, in a secular society, with highly moral and spirituallyoriented ideals. To cope with this practice is possible only if there is a generally accessible strategy of a humanistic strategy in education, reliable and active approaches, as well as an individually-oriented training paradigm in solving professional problems using practical teaching methods.