Moscow State Pedagogical University Research Articles

Psychological readiness for distance learning in a pandemic of pedagogical university students

The article presents data from an empirical study of the psychological readiness of first-third-year students of the Moscow State Pedagogical University for distance learning in a pandemic. The authors considered such indicators of the mental state of future teachers as emotional tone and mental stress, and also determined the index of their life satisfaction in new learning conditions. This article presents a comparative analysis of the emotional state of students, studied at two stages: in April 2020, when students first completely switched to the distance learning format, and in October 2020, when they returned to this format amid the growing new wave of the pandemic. The results of the first stage of the study revealed that abrupt changes in the conditions of the educational process, namely, its transfer to distance learning, as well as technical difficulties with equipment and the speed of the Internet, had a negative impact on the emotional state of many students. The data of the second stage of the study showed that most of the future teachers have adapted to distance learning and do not experience high psycho-emotional stress in the educational process. This is in particular evidenced by such facts as an increase in the number of students participating in classes with the camera turned on, in contrast to the first stage of distance learning, when almost all students in lectures and practical classes experienced problems associated with the "camera effect". In general, student teachers have become much more active in learning activities than in the first months of transition to online learning.

Conceptual Framework of Physical Culture and Recreation and Mass Sports Work at Moscow Pedagogical State University

Conceptual Framework of Physical Culture and Recreation and Mass Sports Work at Moscow Pedagogical State University

Problems and Results of Forced Transition to Distance Learning of Students and Teachers (Institute of Mathematics and Computer Science, Moscow Pedagogical State University)

Problems and Results of Forced Transition to Distance Learning of Students and Teachers (Institute of Mathematics and Computer Science, Moscow Pedagogical State University)

Взаимосвязь личностных особенностей и отчужденности студентов с ОВЗ

The article deals with the problem of alienation from academic work among students with disabilities, as well as the relationship of alienation from study and personal characteristics. The relevance lies in the need to study the alienation from study of students with disabilities due to the fact that they are at risk for academic failure due to the difficulties that arise during training in conditions of the need for inpatient treatment and the need for special equipment. The purpose of the article is to determine the relationship of personal characteristics and alienation of students with HIA. The sample consisted of students of the Moscow State Psychological and Pedagogical University (N=75; respondents aged 20 to 25 years (M=22.6, SD=2.5), of which 88% of respondents were female). All students have the status of "limited health opportunities" (cerebral palsy, visually impaired, hearing impaired, having chronic kidney diseases and autoimmune system). Data collection was carried out using Kettell's personal 16-factor questionnaire and the test questionnaire «Subjective alienation of educational work» (V.N. Kosyrev). The obtained results demonstrate the existence of a relationship between the alienation of students with disabilities from educational activities and such character traits as adequate self-esteem, intelligence, emotional instability, courage, sensitivity, dreaminess, conformity, tension. The results can be used in the development of psychocorrective programs aimed at overcoming the alienation of students with the status of disabilities from educational activities.

Межпредметные связи в общем курсе высшей математики

The article discusses the methods of teaching higher mathematics, arising at the modern level of education in our country. The author relies on his experience working at the Faculty of Information Technologies of the Moscow State Psychological and Pedagogical University.

Конференция памяти М.Ю. Кондратьева: многократно отраженная субъектность

The article presents a report on the VI International Scientific and Practical Conference in memory of M.Yu. Kondratiev “Social Psychology: Questions of theory and practice” held on May 12—13, 2021 at the Moscow State Psychological and Pedagogical University. Its main reports and events are highlighted, and the importance of the conference as an event that connects professionals in the field of social psychology is noted.

Понимание метафоры как способ внешней репрезентации смыслов ценностных ориентаций личности

The work is aimed at studying the use of metaphor as a psychological tool for rep- resenting the understanding of subjective personal meanings of value orientation. The materials of two empirical studies are obtained through a sample of part-time students of the Department of Labor Psychology and Psychological Counseling of the Moscow Pedagogical State University (N=50), 40% males and 60% fe- males, aged 19 to 32 years, the average age is 25 years, the average deviation in the sample is 3.2. Study 1 included measurements of indicators of personal value orientations. We used the techniques by O. I. Motkov and T.A. Ogneva “Value orientations of the individual (Version 2)”. Study 2 included individual conversations with participants during which they were asked to write metaphors for each of the previously ranked internal and external personal values. The results of the study suggest that there is a strong positive relationship between the individual’s emotional attitude to the metaphor of personal values and his/her assessment of the significance of value orientations. The data summarized in the study and the recommendations provided on their basis can be successfully applied in the educational process, as well as when dealing with value orientations of the individual in psychological counseling and psychotherapy. The materials of the study can also be used in the training/advanced training of psychologists and educators.

«Концептуально мы должны писать не о том, как победили, а о том, как на долгом пути воевали и через потери пришли к Великой Победе…»

Aleksander Aleksandrovich Zdanovich — Doctor of Historical Sciences, professor, veteran of the KGB of the USSR and the FSB of Russia, retired lieutenant general, professor of the Moscow State Pedagogical University, the author of several monographs on the history of Russian special services and the Great Patriotic War. He is one of the founding fathers and president of the Society for the Study of the History of Russian Special Services and active organizer of the scientific conference «Historical Readings in the Lubyanka». This interview was agreed upon during the scientific trip of A. A. Zdanovich to Omsk in September 2020. The interview was given remotely and then edited by Aleksander Aleksandrovich from Moscow in September 2021. The conversation is devoted to the current state and prospects of studying the history of the Russian special services.

From the experience of the department of methods of teaching history of the Moscow state pedagogical university in a distant format

From the experience of the department of methods of teaching history of the Moscow state pedagogical university in a distant format

Collaborative Mobile Learning with Smartphones in Higher Education

<p class="0abstract">The advantages of mobile learning and the possibility of universal access to educational materials have a downside in the form of a possible lack of communication between the student, his/her teachers, and course mates. In this context, collaborative teaching methods can be applied to support learners in solving educational challenges. The objective of this work was to analyze the effectiveness of collaborative approaches in mobile learning. The research methods included two stages: an experiment on the introduction of collaborative mobile learning into the educational process and an online sociological survey. The use of the questionnaire method resulted from the need to collect quantitative data and analyze the effectiveness of training by determining the shares of respondents with positive and negative opinions toward m-learning. The examination was conducted in 2020 among 190 undergraduate sociology students studying at three universities of the Russian Federation (Moscow State Pedagogical University, M.K. Ammosov North-Eastern Federal University, and Tyumen State University), as well as among 76 undergraduate students of the direction "Education" studying at Abai Kazakh National Pedagogical University. The main practical result of this experiment was the introduction of mobile technologies in the previously used e-learning models and learning management systems of the considered educational institutions. The collaborative mobile environment was based on the principles of communication and cooperation of users, mutual learning, and teacher coordination of students' actions. The study confirmed that collaborative mobile learning could be flexibly transited from blended to distance learning models and vice versa. The analysis of the survey outcomes proved the validity of eight proposed hypotheses, both in terms of mobile learning impact on the quality of education and the influence of the collaborative environment on the development of students' competencies. The practical significance of research findings is in the fact that they allow the effective implementation of collaborative mobile learning technologies to form students' professional competencies.</p>

Natural-scientific cases as an instrument for assessment of logical thinking

Logic is the basis of both critical thinking and the scientific method of nature cognition, so it can be effectively developed when studying natural science disciplines. The existing tools for assessing logical thinking require a lot of time to work with materials that are barely related to natural science. Instead, it is proposed to use natural science cases, which can serve simultaneously as both a development tool and a diagnostic tool for logical thinking. The aim of the study was to test the criterion validity of such cases for assessing logical thinking. The study involved students of the Master’s program “Modern Natural Science” of the Moscow Pedagogical State University and the bachelor’s program of the Peoples’ Friendship University of Russia. The diagnostic results showed a high degree of correlation between the results obtained by the subjects when solving cases with the results of four independent assessments: Test of Logical Thinking, the Group Assessment of Logical Thinking, solving a set of logical problems and expert assessment of students’ work on a natural science project.

The Use of Virtual Reality in Geo-Education

The paper discusses the technological capabilities of virtual reality (VR) in the field of education as a highly developed form of computer modeling. VR is con-sidered to be able to revolutionize the education field since it provides better en-gagement in learning activities than other teaching methods. In order to study the impact of VR technology on ensuring the quality of e-learning, an experiment is conducted during the Physical Geography online course. The current research in-volves 60 third-year students from the Abai Kazakh National Pedagogical Uni-versity, Moscow Pedagogical State University, and Ajman University. All the re-spondents were divided into two groups. The training of the first group is under-gone through distance learning in the Moodle e-learning system, while the educa-tional process of the second is supplemented with the technological capabilities of the latest VR services (Google Earth, Apple Maps, My Way VR, The VR Muse-um of Fine Art). During the study, students’ subjective assessment of the training is performed according to the basic, expected, and desirable criteria. The exami-nation is carried out in two stages - before and after the course. At the first stage of the assessment, the use of VR corresponds to the desired quality of the educa-tional product. However, after the course and the acquiring of virtual experience, the transfer of the students' desired training criteria into the expected can be ob-served. This indicates a high degree of adaptability of VR technology in educa-tion as well as an increase in the respondents' requirements against the quality of subsequent training courses. Consequently, a significant impact of immersive technology's evolution on the demands on the e-learning quality can be noted.

Применение профессиональных стандартов в организациях социальной сферы

The article examines the generalized experience of the application of professional standards by organizations in the social service sector, as well as the experience of interdepartmental interaction in the social sphere in the context of the application of professional standards based on the results of a number of stud ies. They were organized jointly by the All-Russian Scientific Research Institute of Labor of the Ministry of Labor of Russia, as well as the All-Russian Scientific Research Institute of Labor of the Ministry of Labor of the Russian Federation in conjunction with the Moscow State Psychological and Pedagogical University. The studies were carried out through an online survey of public sector organizations on the application of professional standards, as well as an online survey of social service organizations on inter-departmental interaction in the social sphere in the context of the application of professional standards. Based on the results of the research, the main problems of the application of professional standards in organizations of the social sphere and the ways of their solution have been identified.

Роль педагогического вуза в системе наставничества молодых педагогов: результаты апробации модели двойной очной, дистанционной наставнической и методической поддержки молодых учителей Московского городского педагогического университета в 2017–2020 гг.

This paper reveals the results of the research “Im-plementation models of mentoring and methodolog-ical support for young teachers in the practice of Moscow schools of the State Autonomous Educa-tional Institution of Higher Education of Moscow State Pedagogical University (MCU) in 2019–2020”. This article presents a description of a dual face-to-face and distance model of mentoring for a young teacher with the participation of a pedagogical uni-versity as a platform and organizer of mentoring. This model ensures the integration of a novice spe-cialist into the educational environment of the me-tropolis as a whole, not limited to intra-school men-toring. The elements of the model are the digital platform “MGPU-your mentor”, personal mentoring, full-time system of thematic meetings and discus-sions of young teachers with experts of the modern education system, master classes of university teachers, a club of young teachers, methodological and thematic consulting, refresher courses. The methodological foundations of the mentoring model are determined. The study was carried out as part of the organizational and methodological work “Im-plementation of models of mentoring and methodo-logical support for young teachers in the practice of Moscow schools in the Main Educational Institution of Higher Education MSPU in 2019–2020”. The basis for the work is the Moscow state program “Devel-opment of education in the city of Moscow (“Capital education”)” for 2012–2020.

Co-Learning as a New Model of Learning in a Digital Environment: Learning Effectiveness and Collaboration

During the last decade, co-learning techniques have been widely used for the formation of an effective open society. Co-learning allows increasing the skills of social adaptation and joint work of representatives of inhomogeneous groups. The purpose of this study was to determine educational effectiveness, as well as danger, the effectiveness of the digital environment in developing social skills and achieving learning quality in a new generation. The study was conducted in the form of a survey among 60 students from Gulin Tourism University and Mos-cow State Pedagogical University; they were divided into two groups, the meth-ods of cooperative and collaborative co-education with immersion in a digital en-vironment were used. A control group consisted of at least 30 students. The real effectiveness of training was tested both by the solution of task and by independ-ent testing that was obtained in the process of solving. A separate survey was conducted to establish a subjective assessment by students of the social skills and interaction. The survey was conducted according to the methods that have been developed over the past 6 years by different groups of researchers. Consequently, it was found out that co-learning technologies do not influence the quality of training and the assimilation, and students immersed in a digital environment showed even better results. The number of students with most correct answers for the test was 46.67% and 23.33% in study groups, and only 10% – in control group. Generally, the results of a subjective assessment of social skills coincides with similar data obtained by other researchers and shows an improvement of collaboration in inhomogeneous groups, slighter leadership in common problems solving, and very low conflict indicators. Generally, the results of a subjective as-sessment of social skills coincides with similar data obtained by other researchers and shows an improvement of collaboration in inhomogeneous groups, slighter leadership in common problems solving, and very low conflict indicators.

Digital didactics: technologies & practices

On April 25, 2020, MGIMO University held the inter-institutional scientific and practical seminar (with international participation) “Digital Didactics: Technologies and Practices” organized by the Department of Pedagogy and Psychology. Educators and researchers from Russia, Belarus and Moldova met in the wake of the COVID-19 pandemic, which sent students and professors online, to discuss the problems related to teaching and learning from home and share the immediate experience of the first month in quarantine conditions. MGIMO welcomed colleagues from Moscow Pedagogical State University, Financial University under the Government of the Russian Federation, Moscow Polytechnic University, Academy of Labour and Social Relations, Esenin Ryazan State University, Pushkin State Russian Language Institute, Belarusian State University, Komrat State University (Moldova), Federal Research Centre Computer Science and Control of the Russian Academy of Sciences. The participants of the seminar discussed the place and role of online courses in university education, ways of presenting teaching material and teaching methods as well as pedagogical and psychological problems in online education.

Проблемы и перспективы организации вожатской практики для студентов факультета дошкольной педагогики и психологии МПГУ

The author describes the experience of organizing and conducting a summer teaching counselor practice at the faculty of preschool pedagogy and psychology of the Moscow State Pedagogical University (MPSU) as a social and pedagogical innovation, analyzes the problems and highlights the prospects for the implementation of the module «basics of counselor activity».
 The purpose of the study: the study of opinions of students of Faculty of preschool pedagogy and psychology Moscow State Pedagogical University (MSPU) relative to years of teaching leader practices for consolidation and analysis of their experience; identification of problems and definition of prospects of the organization and conduct of this practice, the dissemination of pedagogical experience.
 Research problem:
 1. study of the opinion of students of the faculty of preschool pedagogy and psychology of MPSU regarding the organization and conduct of summer pedagogical leader practice;
 2. identification of the attitude of students of the faculty of preschool pedagogy and psychology to the study of the module "Basics of leadership activity";
 3. justification of the need to study the module "Basics of leadership activities" and include leadership practice in the curriculum of students' training, identifying problems and determining the prospects for its organization and implementation.

Василий Ильич Нечаев. К 100-летнему юбилею

11 января 2020 года исполняется сто лет со дня рождения Василия Ильича Нечаева — известного советского математика, доктора физико-математических наук, профессора, ведущего научного сотрудника Математического института имени В. А. Стеклова Академии наук СССР (РАН), заведующего кафедрой теории чисел Московского педагогического государственного университета (МПГУ) с 1978 по 1999 годы.Василий Ильич Нечаев внес значительный вклад в развитие отечественной научной школы по теории чисел. Наиболее известны исследования профессора В. И. Нечаева и его учеников в области аналитической теории чисел и ее приложений.Неоценимы заслуги Василия Ильича Нечаева и в развитии высшего образования России. В. И. Нечаев много лет руководил научным семинаром по аналитической теории чисел в МПГУ, создал собственную научную школу. Многие его ученики стали кандидатами и докторами физико-математических или педагогических наук, активно работают в системе отечественного высшего образования, занимают высокие административные посты, проводят научные исследования по дидактике высшей школы в областях, связанных с преподаванием избранных вопросов теории чисел и ее приложений, воспитывают своих учеников.Василий Ильич опубликовал большое количество научных и методических работ, перевел на русский язык несколько фундаментальных научных монографий. Он долгие годы являлся членом редколлегии журнала ”Математические заметки“, был членом программных комитетов многих международных конференций по алгебре и теории чисел.

University Press in the Context of Intercultural and Intergenerational Dialogue (Based on the Materials of the Newspaper "Pedagogical University" MPSU)

The article examines the problems of the modern print media in the context of intercultural and intergenerational dialogue. The article analyzes the current scientific literature and the opinions of leading experts expressed in the media on this issue. Large periodicals, as well as student newspapers, are faced with a lack of funding, their materials are not creatively different, and so they are losing their audience. How can the print media survive the competition with the digital media? This publication explores the solutions to these problems. Special attention is paid to the transformation of the university (student) press on the example of the Moscow Pedagogical State University newspaper ”Pedagogical University”. The publication serves as a link between different generations, timely notifying students and staff of the most significant events at the University and beyond. The editorial staff strives to make each issue of the newspaper suitable for a wide audience. The necessary approaches to the study of the student media problems are identified, recommendations are given for improving the work of editors.
 Keywords: journalism, press, print media, University press, newspaper, student newspaper, student media

«Судьба России – давать свет миру, человечеству»: творчество Ф.А. Абрамова в контексте литературной и общественной жизни ХХ–ХХI веков

The aim of the study is an analytical review of the range of major and peripheral literary issues discussed during the international scientific conference dedicated to the centenary of the birth of Fedor Alexandrovich Abramov. Among the main issues actualized in the process of studying the creative legacy of the prose writer, it is worth identifying promising areas of understanding phenomena that are the near and extended context of the works of the founder of the “village prose”, clarifying the genesis of industrial literature, identifying conflicting links with the entire previous literary tradition of the tetralogy “Brothers and sisters”. The author of the article substantiates the productivity and prospects of the genre, comparatively typological, cultural-civilizational, mythopoetic, intertextual approaches to the work of F.A. Abramov and his entourage, implemented in the studies presented by literary scholars from A.M. Gorky IWL RAS, Institute of Russian Literature (Pushkin House), Lomonosov Moscow State University, St. Petersburg University, Moscow Pedagogical State University, Department of Slavonic Studies of University of Greifswald (Germany), Moscow Region State University, Northern (Arctic) Federal University named after M.V. Lomonosov, other scientific and educational organizations. Independent, but deeply integrated into the general issues of Abramology, is the issue of studying literary and literary critical concepts of F.A. Abramov’s. The review of the reports and messages made at the conference allows us to make a reasonable conclusion that the literary legacy of F.A. Abramov’s is of value not only in the artistic and aesthetic terms, but also in terms of the civilizational and world outlook. The conference confirmed the tendency to improve and deepen the traditional approaches, the effectiveness and the need for the new approaches to the study of the work of a great Russian writer.