Pedagogical Influence Research Articles

The First German Football Film. Zoltan Korda’s Die elf Teufel and the Cultural Transgressions of the late Weimar Republic

By the close of the Golden Twenties, sport in Germany had experienced an exponential rise in popularity, both among the masses and the capitalistic elite. Though the cultural and technological progression of the 1920s was welcomed by many, a distinct fatigue and criticism emerged in the late years of the doomed German republic. The burgeoning cinematic realm facilitated the combination of the popularity of sport, and more specifically football, with pedagogical influence in a time of political upheaval and crisis, illuminating the cultural battlefield at the time. Zoltan Korda’s 1927 film Die elf Teufel elucidates these characteristics of early cinematic landscape in Weimar Germany. By examining the main characters and their interpersonal interactions, Korda’s film sets the stage not only for the fall of the young republic. In analyzing the star player Tommy’s role in the love triangle central to the plot as well as the variations of the “new woman” (‘Gretchen,’ ‘Girl,’ and ‘Garçonne’), this article demonstrates how Korda’s film not only highlights the progressively problematic cultural development at play in the Weimar Republic but also the purported victory of traditional German values over those of international modernity.

Peculiarities of the influence of the level of motivation for cognitive activities on the development of future teachers’ intellectual abilities

Introduction. The article considers the problem of developing Education students’ intellectual abilities at different levels of their cognitive motivation. The purpose of the study is to reveal how low and high levels of motivation for cognitive activities influence the development of the psychological system of intellectual abilities in different periods of Education students’ learning and professional activities. Materials and Methods. The study follows the system-genetic variant of the activity-based approach, which enables the authors to explain the influence of personality abilities (motivation) on the development of the abilities of the subject of the activity (intellectual abilities). The main methods employed include a survey, testing, analysis of regulatory documents and scholarly literature on the research problems. The sample consisted in 156 undergraduate students majoring in Education. Results. The authors have revealed a nonlinear nature of the influence of cognitive motivation on the development of intellectual abilities of Education students. It was found that an increase in cognitive motivation does not lead to an increase in absolute indicators of intellectual abilities and the level of general intelligence; its influence is manifested in a change in the structural organization of intellectual abilities in different periods of learning and professional activities. A high level of cognitive motivation ensures successful restructuring of intellectual abilities at the beginning of teacher training, testing new methods of intellectual activities in the middle of the degree course, optimization of the structure of intelligence at the end of studying. Thus, the influence of cognitive motivation on intellectual development is mediated by the acquisition of experience in educational and professional activities, requiring testing different methods of arranging students’ intellectual activities. Conclusions. Managing the process of developing motivation and intellectual abilities in a future teacher should take into account the complex nature of relationships between these psychological phenomena. The effect of pedagogical influence on motivation and, as a consequence, intellectual development is of a delayed nature, mediated by the acquisition of experience in solving educational and professional problems by future teachers at different stages of pursuing the degree programme.

Exploring Chinese as a second language learners’ motivational factors: Influence of selves and contexts

AbstractThe past decades have witnessed a significant increase in the number of global Chinese as a second language (L2) learners. Accompanying the surge is the growing body of research on their motivational factors. This mixed‐methods study was primarily informed by Dörnyei's L2 motivational self system (L2MSS), aiming to scrutinize Chinese as a second language (CSL) learners’ motivational factors from the perspectives of selves and contexts. Leveraging the concepts of the ideal L2 self and ought‐to L2 self from L2MSS, the anti‐ought‐to‐L2 self was incorporated into the framework. The L2 learning experience was reframed into three contextual dimensions, including attitudes toward the L2 community, cultural interest and pedagogical influence. Data were collected from 231 international students from a Chinese comprehensive university. Factor analyses confirmed seven motivational factors. Findings revealed that the ideal L2 self, ought‐to L2 self, pedagogical influence and cultural interest were effective in predicting individuals’ intended learning effort. Significant differences were identified in the motivational selves based on demographic variables of employment status, gender and student type. The novelty of this study lies in its focus on the motivations of languages other than English learners and the refinement of the L2MSS framework. It also offers CSL instructors pedagogical implications for developing targeted teaching strategies and promoting motivations among students from distinct educational and socio‐economic backgrounds.

Modern approaches to increase the efficiency of physical education of high school students

The article presents the results of the study and systematization of the prerequisites for the low efficiency of the physical education of school youth, including high school students, the organizational and methodical features of physical exercises with high school children are revealed, current trends in the development of the school physical education system are analyzed, and an attempt is made to identify ways of strengthening productivity of physical exercises classes in high school in the conditions of modern challenges. It was determined that since high school age is a particularly responsible period, as it is the final stage of preparing an individual for a full-fledged life, further education and professional activity. Therefore, the content and methods of physical education of high school students have their own characteristics and requirements for evaluating effectiveness. It has been established that the system of school physical education is low in terms of achieving the expected results in the process of implementing pedagogical tasks and has a number of significant shortcomings. Guidelines for its development at the state level based on taking into account the world's best practices are presented. The need to improve the physical education of schoolchildren in traditional school forms has been identified. It was found that the subject of modern research is the substantiation and development of new methods in the educational process of physical education of high school students. Modern methods are represented by a set of traditional and innovative means and methods of physical education and are aimed at strengthening the pedagogical influence on schoolchildren in various organizational forms, but only a small part of them is reflected in practice.

Складові фахової кваліфікації вчителів фізичного виховання Китаю

The process of forming a specialist of a qualitatively new level is significantly restrained by the existing gap between the achievements of science and education, therefore the coefficient of useful use of scientific discoveries and new technologies is sharply reduced, fundamental knowledge is displaced from the content of educational processes by applied knowledge. An important type of professional activity is pedagogical, the specialty of which is a special psychological and pedagogical influence on students, taking into account their age and individual characteristics, on interests, inclinations, expectations, enthusiasm; the specificity of such activity consists in the pedagogical management of the process of personality formation and development. The purpose of the study is to determine the components of the professional qualification of physical education teachers in China. Research methods: theoretical analysis and generalization of data from literary sources, sociological research methods (school health profiles lead physical education teacher questionnaire), mathematical statistics methods. Results. 50 Chinese physical education teachers (27 women and 23 men) took part in the study. The experiment was conducted at the Beijing School of Foreign Languages on the basis of the University of Foreign Languages (Beijing), Haidian Experimental School (Beijing), Tsinghua University High School (Beijing), Qingdao Yucai High School (Shandong-Qingdao Province). It was established that for professional growth and professional development, 50% of teachers note the need to expand the knowledge base on interventions involving children in activities with moderate and high-intensity organized motor activity; technologies aimed at the development of individual motor activity programs are of interest to 36% of the surveyed teachers; 26% of physical education teachers want to deepen their knowledge with the latest technologies for the formation of applied motor skills and skills in various sports activities. Conclusions. Therefore, the professional competence of the teacher is manifested in the set of professional knowledge, abilities and skills that reflect theoretical, practical and methodical preparation, the ability to their creative implementation in various social situations of practical professional activity in the field of physical education.

DEVELOPMENT OF SOFT SKILLS OF ELEMENTARY SCHOOL STUDENTS BY THE MEANS OF THEATRICALIZATION

The article investigates the problem of forming "soft skills" of the students of primary education institutions by means of theatricalization based on the Concept of the New Ukrainian School (NUS). The general characteristics of theatricalization are given and it is defined as an artistic activity related to the perception of works of theatrical art and reproduction in a playful form of acquired ideas, impressions, feelings, one of the most effective means of pedagogical influence on the development of a child's personality. The effectiveness of theatricalization as a means of forming soft skills in elementary school students based on their psychological and pedagogical characteristics (emotional sensitivity to the events taking place, differentiation of emotional experiences and cognitive schemes for recognizing emotions; sensory coloring of perception, imagination, mental and physical activity; immediacy) and frankness in the expression of one's emotional experiences; formation of speech skills, verbal expression of emotions, active development of the vocabulary of emotions, etc.). A systematized toolkit of means of theatricalization in terms of the development of soft skills of primary school students was tested in practice. The main stages of theatricalization, as well as the development of soft skills in elementary school students by means of theatricalization are proposed, with the basic forms of their implementation in the practice of school education (preparatory and active implementation) being highlighted. A description of effective forms of theatrical art that ensure the development of soft skills is presented, including: collective viewings of plays, theatrical games, dramatization games, staging games, games on the themes of literary works, roleplaying games, director's games, production of plays, creation of mini-theaters, etc. Examples of the use of exercises with theatrical elements for the formation of "soft skills" in elementary school students are given. They include: "All About Me", "The Moment of Glory", "Butterflies", "Gloves", "New Year's Boots of St. Nicholas", "A picture of fear" and others. A conclusion was made about the perspective of using theatrical means for the development of soft skills in the "Child" program in the sections: "Child's personality", "Child's speech", "Child in society", "Child's play", "Child in sensory cognitive space" in the course "I explore the world" of elementary school.

Творчий розвиток молодших школярів засобами художньої діяльності

The article is devoted to the actual and socially significant problem of creative development of children in the process of artistic activity. The younger school age as the initial stage of socialization of the child requires special attention. It is with the admission of the child to the institution of general secondary education that a purposeful pedagogical influence on his personality becomes possible. Artistic activity in the educational process is an essential basis in the creative development of children. After all, this contributes to the formation of the personal position of the child, the desire for self-expression, the development of cognitive interests, the formation of skills to understand the artistic image, etc. Creative development relies on a set of values, beliefs, and ideas that define what is important, valuable, and acceptable in life for a particular person or community. The article reveals the methodological aspects of the creative development of younger students in the process of artistic activity, methodological recommendations on the creative development of younger schoolchildren by means of artistic activity are highlighted, the pedagogical possibilities of artistic activity in the creative development of younger schoolchildren are determined and the ways of creative development of younger schoolchildren by means of artistic activity are outlined, the stages of creative development of younger schoolchildren in the process of artistic activity are determined, efficient methods and technologies of creative development of younger pupils in art lessons are allocated. The article reveals the main psychological and pedagogical prerequisites that ensure the creative development of younger students in the process of artistic activity, determines the place and role of art lessons in the creative development of younger students. The focus is on using a variety of artistic techniques, such as drawing, sculpting, appliqué, paperoplasty, etc., which stimulate the creative development of children and help younger students to express their emotions and feelings through artistic images and express themselves through the creation of their own works. The results of the study can be used in planning and conducting art lessons and other creative activities with children of primary school age.

IMPLEMENTATION OF INTERDISCIPLINARY CONNECTIONS OF PHYSICS, MATHEMATICS, COMPUTER SCIENCE IN A PEDAGOGICAL UNIVERSITY AND SCHOOL

The article discusses the general problems of using information technologies in physics and mathematics lessons in pedagogical universities and schools. The stages of the development of modern science are characterized by the interrelation of sciences. Therefore, the importance of interdisciplinary and intra-subject connections in the educational process becomes an urgent problem. They contribute to the systematization and deepening of students' and students' knowledge and the formation of skills of independent cognitive activity. Therefore, interdisciplinary and intra-subject connections are an important condition and result of an integrated approach in teaching and educating schoolchildren and students. The advantages and disadvantages of some educational programs in natural and mathematical disciplines based on information technologies and digital educational resources are analyzed, which make it possible to implement a competence-based approach in education in order to introduce interdisciplinary classes into the methodological foundations and diversify and integrate means of pedagogical influence on the student. This article emphasizes that the importance of using interdisciplinary connections in teaching physics is very high.The article also discusses the definition of interdisciplinary connections in the courses of physics, mathematics, computer science for deep assimilation of knowledge, theic approach, the unity of the material world, and the relationship of natural phenomena and society.

ПРИНЦИПЫ ПОСТРОЕНИЯ УЧЕБНО-ТРЕНИРОВОЧНЫХ ЗАНЯТИЙ ПО РАЗВИТИЮ СИЛОВОЙ ВЫНОСЛИВОСТИ СТУДЕНТОВ

The analysis and systematization of reserves for improving the effectiveness of pedagogical influ-ence, which is based on the use of basic principles: integrity, consistency and complexity

Life safety culture: the concept and the problem of its formation in educational organizations

Life safety culture is considered to be one of the most important components of basic general education in modern conditions. Its main vector is focused on adequately solving the priority tasks of ensuring personal and national security. In this regard, the scientific problem considered in this article seems to be relevant and in demand in modern educational practice, because the effectiveness of ensuring the safety of the entire world community depends on the level of development of the life safety culture of each person. The problem of the research is to identify the content of the category “life safety culture” and the theoretical basis for justifying the process of its formation among students in educational institutions. The purpose of the research is to reveal the category “life safety culture” in various fields of knowledge and to substantiate the main theoretical determinants of its formation in educational institutions. The following methods were used in the study: analysis and synthesis of scientific and methodological literature, methods of visual presentation of information. The results of the research contribute to the study of scientific and theoretical aspects of organizing the pedagogical process of forming a life safety culture in educational institutions, as well as scientific and theoretical approaches to substantiate the definition of «life safety culture». Key conclusions. Three approaches to the content of the category “life safety culture” have been identified - social-philosophical, psychological and pedagogical ones; the prerequisites for constructing pedagogical influences on the formation of a culture of life safety in educational institutions have been indicated: principles (general and specific), and the directions ofthis activity have also been detected.

PEDAGOGICAL CONDITIONS OF DEVELOPING A SENSE OF SOCIAL-PROFESSIONAL RESPONSIBILITY IN STUDENTS

In this article, through the pedagogical conditions for the development of a sense of social and professional responsibility in students, during the period of social development reforms, the issues of increasing the professional responsibility and skills of students and young people , revealing their potential, educating them as competent personnel, moral education of students and young people, science, Discipline, spiritual maturity, enlightened through the means of pedagogical influence.

Pedagogical art of K. D. Ushinsky through the prism of historical reality

Introduction. The founder of Russian pedagogical anthropology K. D. Ushinsky connected the art of teaching with the need for interdisciplinary anthropological research into the process of transferring knowledge and a system of values to the younger generation. The article attempts to analyze the reasons for the long-term rejection at the state level of the principles of «the art of creating something that does not exist» as Ushinsky defined pedagogy, and to identify the main promising directions for possible current application.Materials and Methods. During the research, within the framework of an interdisciplinary approach, historical-biographical, historical-legal, historical-pedagogical methods, general scientific principles and approaches to scientific analysis were used.Results. As the purpose of the educational and pedagogical influence K. D. Ushinsky saw the formation of a generation of free, intellectually developed citizens capable of creation – the patriots of Russia. Due to certain circumstances of an ideological and administrative-political nature, his teaching was not fully accepted and did not become widespread during his lifetime. Only in the middle of 1930s the state turned to the legacy of K.D. Ushinsky. Later Soviet society failed to perceive the creative potential of the great teacher. Modern Russia should not miss this chance.Discussion and Conclusions. The conclusions presented in the article can be attributed to fundamental provisions, the implementation and development of which can give not only a short-term effect of optimizing teaching activities, but also serve as a strategic guideline for the development of modern society.

Motivation to engage in physical education in remote conditions during martial law in Ukraine

The prerequisite for success in any business is the formation of a motivational sphere, the development of which requires targeted pedagogical influence. At the current stage, a number of issues related to the physical development and physical fitness of the younger generation deserve attention. Regardless of who the child will become, where he will work, teachers must always show a high civic sense of responsibility for the fate of the younger generation. The article analyzes the main motivational factors that will increase the interest and interest of schoolchildren in completing tasks in physical education classes. A survey of schoolchildren was carried out in order to determine the motives that motivate them to attend distance physical education classes, as well as being a motivating factor for active motor activity of schoolchildren. The obtained results show that 58% of schoolchildren like to attend remote classes, 24% do not want to attend online classes, and 18% noted that attendance is largely influenced by other factors, including mood. Analyzing the obtained results, it was established that 17% of schoolchildren like the fact that they can conduct classes while being at home, in danger and do not need to spend time traveling to school; 14% of children noted authority and respect for the teacher; 12% indicated that communication with friends is an attractive factor; 18% - like to perform exercises independently without external supervision; 11% - interested in the possibility of combining theoretical tasks with practical ones; 28% of students highlighted the possibility of using various IT technologies during the educational process. In the course of the work, it was experimentally proven that the majority of students have a persistent interest in physical education in an offline format. During distance learning, students need interesting and modern educational material with mandatory feedback from the teacher with options for certain incentives for the work done. The effectiveness of the work of a teacher-student largely depends on social factors, the opinion and support of the family, as well as quality communication between the participants of the educational process.

Methodological foundations of teaching stress resistance of students in the process of rationally organized motor activity

The article attempts to study and systematize the psychophysical components of stress resistance of students, and identifies the possibilities of pedagogical influence on the level of stress resistance of students by means of physical education. The purpose of the work is to study the main approaches to teaching stress resistance of students in the process of physical education based on the individual characteristics of their development. Methodology: in the process of research, the causes of educational stress were determined, the essence of stress resistance as an individual quality of personality and individual-typological features of the development of the students' body, which affect its level, the possibilities of learning stress resistance by means of physical culture in the process of theoretical analysis of data of modern psychological and pedagogical literature. Scientific novelty: the data on the components of stress resistance are summarized, the methodical foundations of teaching stress resistance of students in the process of rationally organized motor activity are disclosed. Conclusions. It was determined that stress resistance depends on the individual and typological characteristics of the organism's development, in particular, the properties of the nervous system, cognitive abilities, the level of adaptive and functional capabilities, and motor readiness of students. It was found that the means of physical culture provide a health-improving, developmental and recreational effect, influence the stress level and stress resistance of those who practice. The importance of rational planning of physical activity, taking into account the individual characteristics of the body's development, in order to provide each student with an optimal movement regime is substantiated.

THE ROLE OF HUMANITARIAN DISCIPLINES IN UKRAINE'S HIGHER EDUCATION SYSTEM IN FORMING A SOLID LEVEL OF CIVIC CULTURE

The article aims to discuss the study of the humanities in universities as the most important factor influencing the development of students' culture and the creative evolution of the individual. The methods of pedagogical influence on students are described. One of the essential tasks of higher education is the education of a comprehensively developed personality capable of competently solving the complex problems of modern life. The profound changes occurring today in all spheres of life determine the specifics of civic education and the upbringing of young people. The article's authors showed the importance of the role of the humanities in forming a solid level of civic culture, which is the basis of the civic activity of the individual. Furthermore, humanitarian disciplines create conditions for developing students' civic position and legal culture, which is the basis for the harmonious development of society and the state as a whole.

THE MUTUAL INFLUENCE OF PSYCHOMOTOR ACTIVITY AND COGNITIVE DEVELOPMENT OF PRESCHOOL CHILDREN IN THE INFORMATION AND EDUCATION ENVIRONMENT

The purpose of the study is to analyse the influence of the emotional and affective content of pedagogical influences transmitted by means of information technologies on the psychomotor development of an older preschool child. The relevance of the study is due to the importance of psychomotor development in childhood, which is the basis of a child’s mental development at school age. The pedagogical experiment involved 26 children aged 5 ± 0.4 years, divided into CG, EG1 and EG2 groups. During the period of implementation of psychomotor practices (3 months), the participants of the CG did not participate in them. Motor exercises with EG1 children using an educational computer game were conducted once a week, and with EG2 children twice a week. The comparison of the results obtained during the implementation of the pedagogical experiment, at the stages before and after its organisation, made it possible to conclude about the effectiveness of systematisation of psychomotor activity using information technology tools for the development of children’s cognitive abilities.

Disentangling the complexities of English language education policies in diverse contexts: A comparative study

This ecologically framed study highlights the complexities of English language education (ELE) policy making in Indonesia, Spain, and Thailand. The primary objectives are, first, to disentangle the complex influences that may have shaped the English language policies in the three contexts through an ecological lens, and second, to compare the crucial elements in their ELE policy making. Using an analytical model consisting of global, supranational, national, sub-national, and pedagogical influences, we conducted a thematic analysis on 18 documents selected for the purpose. The results identified both similarities and differences in the shaping influences of the ELE policies in the three contexts. This demonstrates that ELE policy is shaped by the nation’s unique characteristics. To improve the applicability of ELE policies, therefore, policymakers need to address the influences particular to the context and to be cautious when adopting or adapting policies deriving from other contexts, as there will never be a one-fit-for-all ELE policy.

Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning

<span lang="EN-US">Implementing geography learning using the blended learning model is challenging for most geography teachers because this subject is ‘hands-on’ and needs to be learned directly in a real environment using fieldwork. This study aimed to test the pedagogical effectiveness of the geographic-inquiry on virtual environment (GIVE) application in supporting fieldwork based on blended learning to improve students’ geographical thinking. This study used a quasi-experimental method involving 216 high school students from three schools. The paired sample t-test (Sig. 2-tailed 0.000) shows that GIVE has a pedagogical influence on students’ geographical thinking. GIVE also offers a big effect size (Cohen’s d=1.37). The technology and the right smartphone application can help develop a virtual environment close to a real one, so fieldwork and hands-on learning activities can be carried out in blended learning; this helps to increase the quality of geography learning.</span>

Training of the future tourist guides for intercultural communicative interaction within professional activity

Relevance. Intercultural communication is seen as a purposeful connection between different cultures, which performs an exchange of information, cultural and spiritual value through professional activities to meet the needs of tourists, while taking into account the uniqueness of every culture.Purpose. This study argues for the significance of the cultural approach to the professional training of the future tourist guide for intercultural communicative interaction. Notably, meeting the constantly growing needs of the tourist market consumer is a pressing issue. It is emphasised that the professional training of a specialist in this field should be focused on providing a high quality theoretical and practical training for a specialist to be ready for professional and communicative interaction with consumers of tourist services.Methodology. When interacting with the audience, the guide uses methods of pedagogical influence, which are based on didactic principles (scientific, ideological, connection with real life, accessibility, system, responsiveness and persuasiveness). They define the content, organisation and methods of educating tourists during the excursion, regardless of them being children or adults. The excursion method is the basis of the tour and is a compilation of the ways for the guide to share the knowledge and tourists� reception of this knowledge.Results. Personal qualities associated with understanding people�s inner world and humane treatment are crucial for the future guide. Travel services reveal the inner world of a person in new aspects, accompanied by the emergence of new emotions and psychological relief. In this process, intellectual, sensory, cognitive efforts are made in a non-linear way for enriching the social experience, regardless of a person's financial status (which to some extent is the democracy of tourism).Conclusions. The main aspects of professional training of the future guide for the intercultural communicative interaction in professional activities are presented.

The category of «citizenship» as a pedagogical problem

The problem of citizenship of the population has been one of the main problems of civilized countries for a number of centuries. In modern geopolitical conditions in the Russian Federation this problem has acquired a special scientific and pedagogical status, which is supported by a number of legislative and public initiatives. The implementation of the strategy outlined by the state for the formation of citizenship among the younger generation will be facilitated by a complex of pedagogical influences in different educational environments. This circumstance has made it possible to formulate a scientific problem, which consists in the need for a theoretical substantiation of the definition of «citizenship» as a pedagogical category. The purpose of the research is to theoretically substantiate the essence of the category «citizenship» as a subject of pedagogical discourse based on the ideas of humanitarian knowledge. To achieve this goal, the following methods have been used: analysis of scientific literature and regulatory documents, generalization, synthesis, logical modeling.The research results: scientific facts have been identified that reflect the features of approaches to substantiating the category of «citizenship»; the components of citizenship as a pedagogical category have been substantiated; the high significance of the pedagogical approach in comparison with existing approaches in the interpretation of the category under consideration has been proven.Key conclusions: «citizenship» has a diverse interpretation in modern humanitarian knowledge, most extrapolated in sociological and pedagogical research; the structural components of citizenship as a pedagogical category are cognitive, emotional, motivational-need, activity-based, and the result of its formation in young people is civic maturity. The system-forming factor in substantiating the concept of citizenship is the pedagogical approach, which forms the foundation of the substantiation, because lays down the vector and mechanisms for its formation in all institutions of socialization of the individual at all levels of education.