Modern Russian Education Research Articles

Совершенствование профессионального обучения как важной составляющей современного российского образования

Совершенствование профессионального обучения как важной составляющей современного российского образования

Research activity in the structure of the future doctor’s psychological readiness to the profession

Introduction: modernization of Russian education is the central task of Russian educational policy. One of its distinctive features is the transition from the teaching and educational to the scientific and educational process, which allows the introduction of students' research work into it. A feature of the work of a practicing physician is the ability to analyze his own activities from a scientific point of view, knowledge and ability to work with methods of clinical research. Based on this, changes were made to the legislation, and in accordance with the Federal Standards2016 in the specialty of “Medicine”, a graduate who has mastered the program in his specialty should have professional competences that, along with competences in the field of medical activity, include competencies in research activities. Also, in accordance with the Federal Law of 21.11.2011 No. 323-FZ “Concerning the Basics of Citizen Health Protection in the Russian Federation”, a new system of continuous medical and pharmaceutical education was introduced, being aimed at continuous improvement of professional knowledge and skills throughout the entire working period of medical workers as well as the acquisition in practice of new professional skills.Psychological readiness of students for professional activity is a question that has been discussed by the scientific community for quite a long period of time. The structure of this construct has also been repeatedly discussed by many authors, but there is no consensus on this issue. The article presents the points of views of various scientists on the problem of readiness for research activities. The structure is proposed, which is a synthesis of several components: motivational, operational, and reflexive-evaluative ones. Many scientists studied this issue both Russian and foreign ones (L.S. Vygotsky, E.P. Ilyin, A.N. Leontyev, A.N. Poddyakov, E.A. Shashenkova, Zier K. Rosenberg I.E., Dantas J.B., Ley T.J., Rosenberg I.E., Solomon S.S., Tom S.C. et al.) Special attention is paid to the motivational component of psychological readiness for the research activities of future doctors. The problem of the necessity to develop this component is being actualized.Materials and methods: 76 students of the 1stcourse of the medical and pediatric faculties of thePrivolzhskyResearchMedicalUniversity were randomly selected for this study. The study was carried out in 3 stages: diagnostic, training, final diagnostic. At the initial and final stages 2 diagnostic procedures were used. The first one is the methodics for diagnosing the motives of students' learning activities according to A.A. Rean and V.A. Yakunin modified by N.Ts. Badmaeva. In this method, there are seven grading scales: scale 1 "Communicative motives"; scale 2 “Motives for avoiding failure”; scale 3 "Motives of prestige"; scale 4 "Professional motives"; scale 5 "Motives for creative self-realization"; scale 6 "Educational and cognitive motives"; scale 7 "Social motives". 2) Methods of studying the motivation of learning in the university by T.I. Ilyin ". The method presents three scales: “the acquisition of knowledge” (the desire to acquire knowledge, curiosity); “Mastering a profession” (striving to master professional knowledge and form professionally important qualities); "Obtaining a diploma" (the desire to acquire a diploma in the formal assimilation of knowledge, the desire to find workarounds for exams and tests).The results of the study: statistical results before and after the training in the framework of English language classes at the medical university demonstrate changes in the motivational field of students.Discussion and conclusions:the implementation of a collective training program in foreign language classes with the aim of the motivational component development to research activities of students at a medical university can be considered as an effective tool for the development of psychological readiness for further professional medical activity. It emphasizes the need for an integrated approach to solving this problem.

Роль методической деятельности федерального учебнометодического объединения в модернизации российского образования в сфере туризма и сервиса

Роль методической деятельности федерального учебнометодического объединения в модернизации российского образования в сфере туризма и сервиса

Creative Industries: The Experience of Practice-Oriented Approach Application in the Modern Russian Education

The sphere of creative industries is the activity based on applying creative approach. Due to the complex composition of the areas of production attributed to creative industries, and the interdisciplinarity of approaches to their study, a consolidated position regarding their definition, composition, classification and essential characteristics has not been developed yet. At the same time, many resear­chers believe that activities in the field of creative industries have the ability to develop human potential. The inclusion of the topic, principles and approaches of the creative industries to the educational process of the higher education institutes of Russia conforms to the educational field development tendencies connected with the formation of necessary metasubject skills and abilities in present conditions. In those si­tuations when there is no possibility and need for introducing specialized educational courses in creative industries into educational programs, the same positive results can be achieved by applying a practice-oriented approach to the disciplines, provided by curriculum plans, educational and work practi­ces, and educational events. Through acquain­tance with creative businesses, inventions of their own creative projects, students have the opportunity to expand the future professional field, to apply the know­ledge, gained in particular from stu­dying a wide range of disciplines, to solve real problems in public life. The practice-oriented approach in educational programs can be embodied in the forms of specialized edu­cational programs, project semi­nars (competitions, incubators) and educational events. The article considers the practical examples of the specified formats implemented by “Creative Industries” Agency from 2015 to 2018 in partnership with a range of state institutes of higher education (Moscow School of Social and Economic Sciences, Russian Presidential Academy of National Economy and Public Administration, Moscow City Government University of Management, Petrosavodsk State University, Siberial Fede­ral University) and cultu­ral institutions.

Modern educational and educative trends reflected within regulatory documents

The article provides a review of the regulatory documentation framework for the modernization of education in Russia, due to the joining the Bologna process. The directions refected at the level of the federal law on education, national doctrines and projects, federal target programs, letters of the Ministry of Education, and professional standards are considered. The change of the ‘knowledge' paradigm to the ‘competence' one is accompanied by the increasing use of digital technologies in all aspects of life, including education. Technological progress has led to computerization, and further informatization of education. The ubiquitous spread of the Internet, directed by the Federal target program «Electronic Russia» (2002-2010) and the National project «Education», should have expanded the boundaries through the implementation of e-learning and distance learning technologies, promote democratization and accessibility of education, make the educational space more open. However, the monitoring has revealed problems with the overall strategy of e-education, the availability of the learning environment, and the availability of educational and methodological support. One of the possible ways to solve the problem is to appeal to open education and the implementation of massive open online courses, which are now designed by the leading Russian universities. A change of requirements for the participants of the educational process, an increase in students' autonomy, a tendency of forming an individual learning path, the use of project and group techniques based on digital technologies are seen. These measures should contribute to the competitiveness of the Russian higher education in the world.

CONCEPTUAL (STRUCTURAL-FUNCTIONAL) MODEL OF ORGANIZATIONAL-ECONOMIC MECHANISM OF INSTITUTIONAL MODERNIZATION OF THE HIGHER SCHOOL AS A DRIVER FOR INNOVATIVE TRANSFORMATION OF THE ECONOMIC SYSTEM OF RUSSIA

Theoretical and methodological approaches to the evaluation of the fundamental components of the organizational and economic mechanism of institutional modernization, as well as the essence of the identification of trends in institutional modernization of higher education as a driver of innovative transformation of the economic system of Russia have been considered. Conceptual and methodological aspects of the study of the features of the development and formalization of the conceptual (structural and functional) model of the organizational and economic mechanism of institutional modernization of higher education in Russia have been adduced. In this regard, the specificity of the implementation of deep institutional changes has been identified, which leads to the improvement of the organizational and economic mechanism of the process of institutional modernization, providing qualitative changes in higher education, acting as a driver of innovation-oriented transformation of the economic system of Russia.

Tutor system in educational practice in Great Britain

Introduction: an Important task of national pedagogy is related to the understanding and analysis of the experience of educational systems of other countries that have a centuries-old pedagogical. The aim is to evaluate and use the most successful and effective developments of domestic pedagogy. The experience of the UK is leading in relation to the development of individualization of education. This experience is elite, as the traditional tutor training system has been developed and implemented for decades, it has proved its effectiveness in the course of interaction with many national pedagogical systems. Materials and methods: theoretical methods are fundamental for this study: the method of analogy of the concepts of mentoring, tutoring, support, maintenance; method of comparison, consisting in the consideration of the practice of tutoring from the Middle Ages to the present day and the experience of tutoring at different educational levels in the UK method of analyzing the experience of tutoring activities in educational practice in the UK and the experience of using the tutoring system in our days. Results: One of the most important elements of the educational system of great Britain is a method of tutor student interaction and student in teaching and education, the occurrence of which relates to the period of the middle Ages. Technology tutor support involves thoughtful and well-organized psychological and educational support, namely assistance to students in identifying and solving abilities to reconcile their desires with real possibilities in identifying opportunities for growth and advancement in personal development, in orientation in a rapidly changing world. During the entire period of study, the student needs guidance and support, including effective response to emerging issues, ensuring the implementation of needs as they arise. In the analysis of the tutor system of education as a means of improving the quality of education, we can not agree with the conclusion of many scientists, based on statistics from leading universities in England, that the improvement of academic achievements of students of both higher education institutions and schools is directly related to the tutor system of education. Discussion and conclusions: foreign experience, in our case English education, containing a constructive practice of improving the quality of the educational process, becomes relevant for modern Russian education. Studying and analyzing the experience of the organization of tutor support in England, we can determine the incentive for a wider awareness of pedagogical reality, more clearly see the problems and solutions and identify areas for further development of Russian education in this area.

How to successfully implement the results of academic Islamic studies into the modern theological education. A positive experience from Derbent

The article presents an attempt to look anew at the centuries old richest collection of Oriental manuscripts preserved on the territory of the Northern Caucasus (Derbent) in order to revitalize the Islamic theological education in Modern Russia. The authors express their opinion regarding the directions to build up the Islamic education in Russia. According to them, the modern Islamic education should be based upon a symbiosis of the best traditions in the secular and theological education, to be well-balanced and academically sound. In the future, this should become a key principle to channel various activities of the educational bodies.

Автоматизация бизнес-процессов в образовательной организации как инструмент эффективного управления

: The development of the digital economy and the modernization of education in Russia necessitate the automation of business processes in the education. The research features the management of educational activities in university. The paper describes the process of creating a single automated information system for university management. The research objective was to identify the main elements of a single automated information system related to the management of educational activities in university and their compliance with legislation in the field of education of the Russian Federation. To provide a systematic approach to the solution of the problem, the authors used the following research methods: analysis, synthesis, formalization, and modeling. The article introduces aninformation systems based on different approaches, their advantages and disadvantages. It describes the subsystems that automate the main business processes related to the management of educational activities in the Altai State Technical University. The case can help to solve similar problems in other educational organizations.

Influence of remote education on consumer value of university education

Purpose The purpose of this paper is to study the influence of remote education on the consumer value of university education by the example of modern Russia. Design/methodology/approach The authors determine the consumer value of university education in modern Russia in the conditions of the availability of predominantly traditional education; determine socio-economic problems that are caused by the low consumer value of university education in modern Russia; determine the potential of remote education in the increase of the consumer value of university education; and develop recommendations for the increase of the consumer value of university education in modern Russia through the development of remote education. Findings It is concluded that traditional university education is dominating in Russia. It is standardized and does not allow for the full consideration of individual capabilities and needs of each separate student, which causes the low consumer value of university education. The limitation of traditional and remote education, caused by the fact that educational services in each form are provided by completely different universities, hinders the development of the potential of remote education in stimulating the increase of the consumer value of university education. Originality/value In order to solve this problem, it is recommended to unify traditional and remote education within the diversification of the forms of the provision of educational services by modern Russian universities. For that, a conceptual model for increasing the consumer value of university education in modern Russia through the development of remote education is presented. This model focuses on applicant and students with their individual capabilities and needs and universities with their material and technical, intellectual, marketing and other resources. At that, the educational form goes to the background, being not a self-goal but a method of its achievement – the provision of the high consumer value of university education.

Профессиональные стандарты и их реализация в образовательных программах бакалавриата и магистратуры сферы коммуникаций

<p>Новый этап развития высшего профессионального образования в современной России связан с переходом в 2019 г. на Федеральные государственные образовательные стандарты поколения 3++. Важнейшим элементом образовательных программ по всем направлениям подготовки станет использование профессиональных стандартов как основы формирования профессиональных компетенций будущих бакалавров и магистров. Основные трудовые функции, которые определяют содержание профессиональных стандартов, должны будут стать основой профессиональных компетенций выпускников. Эта часть образовательной программы разрабатывается образовательными организациями. ФГОС 3++ предусматривает определенную систему оценки качества учебного процесса. Следует сказать, что новое поколение образовательного стандарта предваряет следующее, четвертое поколение. Некоторые сюжеты заложены уже в поколении 3++. Например, опора в формировании компетенций на профессиональные стандарты. Не использован потенциал «Закона об образовании в Российской Федерации» в части влияния на профессиональное образование объединений работодателей, профессионально-общественной и общественной аккредитации. В вузах России много интересного опыта, который может стать частью будущих образовательных стандартов.</p>

Федеральный государственный контроль качества образования в современной России: некоторые аспекты правовой неопределенности

Федеральный государственный контроль качества образования в современной России: некоторые аспекты правовой неопределенности

The Normative Image of the Teacher as a Character Educator in the Modern Russian Education System

ABSTRACT The study’s relevance is due to the need to achieve a fundamental theoretical understanding of the type of professional teacher training and preparation that is demanded by society, government, and the professional teacher community so that teachers can effectively act as character educators. Such an understanding will make it possible to institute supporting norms and regulations so that teachers can develop and practice the necessary professional skills and personal behaviors when performing as learning and character development facilitators. Before we can solve this problem, we need a clear description of the normative image of the teacher as a character educator. The article presents the progress and results of our study, which was designed to determine the essential characteristics of the contemporary normative image of the teacher as a character educator. The research methodology of the study combined personality, activity, value-based, systems, and synergetic approaches. Research methods included a contextual analysis of regulations, comparisons, systematizations, interpretations, and generalizations. The article presents the rationale and results of a contextual analysis of the two basic professional standards governing teachers and specialists in character education. Ten criteria provided the basis for comparison, subsequent systematization, and interpretation of the data, including the consideration and acceptance of the personal and unique individual traits of students; the factors that determine the formation of the value systems of students; the personal qualities of students; factors that stimulate the development of self-organizational and self-management skills as well as personal self-development; the formation of the character education system and space; conducting group work and team building as well as establishing relationships; the design and organization of the character education work and various types of activities, and so on. Our analysis enables us to conclude that, given the existing regulations that govern the domain of character education, the normative image of the teacher as a learning and development facilitator can so far only be described as rather ambiguous and inconsistent. In addition, current provisions that frame the professional dimension of character education in Russia have failed to establish an adequate room for agency as an important modifier of the teacher’s ability to take initiative and exercise more effective instructional strategies across the functional areas and particular activities of character education.

PHILOLOGICAL EDUCATION IN CONTEMPORARY RUSSIA: IN SEARCH OF AN INVARIANT

The article analyzes the reflection of the problems of philological education in modern Russia by the professional pedagogical community through the prism of the collision of different conceptual approaches. The relevance of the topic is connected with the need to build an effective state policy in the field of philological education, both in school and in high school. According to the authors, the greatest difficulties in solving most of the problems are associated with disagreements in the views of different participants of the educational process on the questions about structure and content of the invariant and options for teaching Russian language and literature. The authors suggest a way out of this situation in recognition of the fact that an invariant is necessary, but its definition should take into account its compliance with all established criteria and that its content should be audited from time to time. To overcome the existing conceptual differences and disagreements, it is proposed to create a special dictionary of concepts of philological education, to work on which to attract representatives of all categories of participants in the educational process. It is also concluded that the literal borrowing of educational methods from the Western systems of education and evaluation can not be recognized as useful without their adaptation to the realities and traditions of the Russian school.

К вопросу модернизации образования в России

К вопросу модернизации образования в России

Legal education in modern Russia: hermeneutic aspect

In order to comprehensively consider and then justify the need for the formation and development of professional and educational standards for training future professionals in the field of law, it is necessary to take into account many circumstances, the most important of which are: the positivist vector of the development of domestic jurisprudence; reforms of Higher Legal Education; reduction in hours in the study of historical and theoretical legal subjects, as well as humanitarian subjects in general. In the conditions of a technocratic state, the role of law in public life is increasing, which requires the recognition of the special importance of humanitarian subjects in the training of a professional lawyer, which needs the ability to sympathize, participate, be human, and respect human rights. Mass-producing of legal education results not only in the legal formalism of the legal bureaucratization of law enforcement agencies, caused by the loss of trust by the heads of state bodies to the moral and other qualities of the personnel who are forced to do everything according to the instructions, but also in the delegitimizing of rights, laws and by-law acts, jurisprudence as a whole, which gradually turns into an instrument of a technocratic state.

Российский рынок труда в сфере образования

The article deals with the tasks of increasing the efficiency of interaction between the education sector and the labor market, the characteristics of the traditional education system, and the role of the teacher in the modern Russian education system.

Development of economic thinking as a direction of modernization of modern Russian Education

Development of economic thinking as a direction of modernization of modern Russian Education

Сonceptual Gaps in Strategic Benchmarks of the Modern Russian Education System with Reference to the Heritage of P. A. Sorokin

Сonceptual Gaps in Strategic Benchmarks of the Modern Russian Education System with Reference to the Heritage of P. A. Sorokin

Ориентиры современного российского образования: философско-аксиологический ракурс

Ориентиры современного российского образования: философско-аксиологический ракурс